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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

Teachers’ formative assessment practices: Changes after a professional-development programme, and important conditions for change

Formative assessment has been shown to have the power to positively affect student achievement, but professional-development initiatives for teachers to substantially develop their formative...

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

Aligning assessment and learning using cultural-historical activity theory

Cultural-historical activity theory (CHAT) has been used in several development studies, but few have used it for the purposes of formative assessment. This article reports from a study where the...

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

The use of standards-based grading in a project-based, STEM-focused learning context

The purpose of this study is to better understand the norms, processes, and implications of a standards-based assessment (SBA) system in a project-based, STEM-focused secondary school in the United...

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

A return to assessment for learning: Back to the future

With the upcoming review of the National Certificates of Educational Achievement (NCEA) and the removal of National Standards, it is time to reconsider how we approach assessment. In this edition of...

| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

2018_1_046.pdf | Content type: Set article

Sustaining assessment for learning by valuing partnerships and networks

Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy...

| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

AM2018_12_080.pdf | Content type: Assessment Matters article

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Search results

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

Mapping Assessment for Learning (AfL) communities in schools

Teachers’ formative assessment practices: Changes after a professional-development programme, and important conditions for change

Aligning assessment and learning using cultural-historical activity theory

The use of standards-based grading in a project-based, STEM-focused learning context

A return to assessment for learning: Back to the future

Sustaining assessment for learning by valuing partnerships and networks

Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning

Assessment for learning as a participative pedagogy

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