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Assessment Matters 11: 2017
Contents
As one of the most high-stakes practices in education, grading has been the subject of significant debate and research over the years. However, it is only recently that researchers have...
As one of the most high-stakes practices in education, grading has been the subject of significant debate and research over the years. However, it is only recently that researchers have started to...
The dichotomy between content knowledge and 21st-century skills (“zest for life” in the Japanese context) has been an issue since the early 2000s in Japan. Recently it has been evident in the...
It has been mandatory since March 2015 for New Zealand schools to use the English Language Learning Progressions (ELLP) (Ministry of Education, 2008) to determine English language...
This article considers the assessment of individuals’ contributions to collaborative creative groups. It draws on research into collaborative group composing and its relationship to a secondary...
Students often report that feedback experiences at university are insufficient to make progress. The size of many large courses means the provision of personalised and timely feedback to...
This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in...
This study involved a group of 61 teachers in Ontario, Canada, who participated in a case study about classroom assessment practices. The participants were part of a district one-to-one technology...