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Student perceptions of their involvement in formative assessment feedback practices: “I can do it myself”

Student voice makes a valuable contribution in the effort to evaluate the impact of Assessment for Learning (AfL) as it is the student learning that AfL practices seek to enhance. The authors report...

| Year published: 2019 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

AM2019_006.pdf | Content type: Assessment Matters article

Mapping Assessment for Learning (AfL) communities in schools

This article reports findings from a nationwide research project conducted in Norway to determine the impact of the national programme called Assessment for Learning (AfL, 2010–2014) on school...

| Year published: 2019 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

How year 12 classical studies students experience, understand, and use written feedback

A qualitative approach was used to investigate Year 12 secondary school students’ experiences, understandings and uses of written teacher feedback in classical studies. Participants in this small-...

| Year published: 2015 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Learning through feedback loop metaphors

The metaphor of a feedback loop underpinned a significant curriculum change in a first year teacher-education unit. Assessment for Learning (AfL) practices such as discussing examples of previous...

| Year published: 2014 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article

Do they get the picture? Feedback in primary classrooms

Feedback is a key component of assessment for learning. This study explored whether a sample of students in Years 3–6 understood their teachers' feedback. The results showed some mismatch between...

| Year published: 2008 | Publication type: Journal article | Publisher: NZCER Press | Content type: Set article

The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices

Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance...

| Year published: 2011 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Perceptions of the effectiveness of feedback: School leaders’ perspectives

Feedback on students’ written assignments has been deemed critical for improvement. Although teachers’ and students’ views on feedback have been examined, school leaders’ perceptions of what...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Examining assessment principles and practices within the online components of an initial teacher education programme in Aotearoa New Zealand

Learning and assessment that drives learner success should be a key tenet of all initial teacher education programmes. Initial teacher education providers in Aotearoa New Zealand must use an...

| Year published: 2024 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Determining meaning for key competencies via assessment practices

Author(s): Rosemary (Rose) Hipkins MNZM

Some schools have expended considerable effort to create assessment rubrics as part of building an initial understanding of the key competencies in The New Zealand Curriculum (Ministry of Education,...

| Year published: 2009 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Rethinking large-scale assessment

This paper examines the implications of using large-scale assessment results (a) to make judgements about student achievement of educational goals and (b) to provide educators with directions for...