Purpose: For speech-language pathologists (SLPs) working in schools, outcome measurement is an important element of practice, enabling us to evaluate the efficacy of our service provision and guiding future decision making, funding, and resource allocation. When selecting outcomes to measure, it is helpful to consider both the level at which…

Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are…

The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles…

The teaching of grammar has been strongly debated for decades, often with reference to an alleged decline in the 1960s. This article takes a historical perspective on grammar, or knowledge about language, within English Education. In the eighteenth century, Adam Smith's "Lectures in Rhetoric and Belles-lettres" offered a discernibly…

Assessment is primarily a matter of judgement rather than measurement, yet for too long the nation has been pretending that pupils' attainment and measurement can be measured in increasingly fine detail (one APS "point" being one sixth of an original National Curriculum level). The lack of validity and reliability of this approach…

Systems of accountability are "second order" ways of using evidence of the standard to which "first order" tasks are carried out for a great variety of purposes. However, more accountability is not always better, and processes of holding to account can impose high costs without securing substantial benefits. At their worst,…

The purpose of the paper is to present the framework and design of modules aiming to teach socio-scientific issues and the related pedagogy to pre-service teachers. Specifically, the work presented in this paper is part of the PreSEES project, a Comenius/LLP project with the main aim of engaging elementary and secondary pre-service teachers in…

This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three…

This article presents the results of two studies on the use of school self-evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self-evaluation results can be found in schools, and how differences in self-evaluation use between schools can be explained. Results show that the instrumental use of…

The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.

Research from the Economic and Social Research Council programme on Pathways Into and Out of Crime prioritised young people's "voices" in exploring experiences of crime and a range of intervention services. Drawing on data from interviews with 110 young people, this paper explores their perspectives of professional assessment. Embedded…

This article discusses how Assessing Pupils' Progress (APP) can be turned into more of a tool for formative assessment. It describes an approach called "APPREND" as a set of APP-based tools for formative assessment. The author provides a glimpse of how APPREND tools can help. (Contains 2 tables.)

This article is a response to the growing criticisms of the British Educational Research Association (BERA) and Economic and Social Research Council (ESRC) ethical guidelines on anonymity and pseudonymity as default positions for participants in qualitative educational research. It discusses and responds to those criticisms under four…

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance…

In this article I describe the context within which we developed project e-scape and the early work that laid the foundations of the project. E-scape (e-solutions for creative assessment in portfolio environments) is centred on two innovations. The first concerns a web-based approach to portfolio building; allowing learners to build their…