When I was corresponding with one of the authors in this issue, Emeritus Professor James Popham, I received an advertisement for his latest book in a document called “Popham eflyer”. As...
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Assessment Matters 2 : 2010
Contents
The aim of this article is to clarify some key concepts in the current Norwegian discourse on assessment, the importance of which is essential in working with teachers on developing competence in...
Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher...
In a world where schools are accountable for ensuring that all of their students are academically well prepared to enter “the knowledge society”, using assessment in the service of learning is a...
Assessment for learning (AfL) practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and...
This article provides a synthesis of the literature on formative assessment, self-regulated learning and adaptive help seeking. We do this by developing a classroom model of adaptive help seeking...
This paper puts forward a proposal for reviewing the role and purpose of standards in the context of national curriculum and assessment reform more generally. It seeks to commence the much-needed...
New Zealand’s previous examination-based secondary assessment system can be viewed as encompassing cultural values presenting unfair challenges for indigenous and other nonmajority students. The...
The Premier New Zealand Scholarship, awarded annually to students performing at a high level in multiple secondary school subjects, has historically been dominated by students with successful...
Before I trot out my starter-kit proposal, however, I need to make sure we are considering the same entity here, so let me first offer a definition of formative assessment and, after that, provide...