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Direct linkDavari-Torshizi, Mehdi – Assessment in Education: Principles, Policy & Practice, 2020
The issue of connecting research evidence with practice referred to as evidence-informed practice (EIP) has received considerable critical attention in the field of education. However, assessment literature has failed to fully acknowledge the significance of this issue. This conceptual paper concentrates on the process of informing classroom…
Descriptors: Evidence Based Practice, Evaluation Research, Educational Policy, Theory Practice Relationship
Van der Kleij, Fabienne Michelle; Cumming, Jacqueline Joy; Looney, Anne – Assessment in Education: Principles, Policy & Practice, 2018
Formative assessment is strongly advocated as a critical component of Australian teachers' work. This article examines the evolving policy expectations and support for teachers' formative assessment practices in the context of two recent Australian education reforms: the introduction of the first national curriculum and of new professional…
Descriptors: Formative Evaluation, Educational Change, Educational Policy, National Curriculum
Kyaruzi, Florence; Strijbos, Jan-Willem; Ufer, Stefan; Brown, Gavin T. L. – Assessment in Education: Principles, Policy & Practice, 2019
This study investigates the impact of secondary school students' perceptions of mathematics teachers' formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used…
Descriptors: Formative Evaluation, Secondary School Students, Feedback (Response), Grade 11
Tveit, Sverre – Assessment in Education: Principles, Policy & Practice, 2018
This article promulgates a conceptual framework for researching various roles of educational assessment emphasised in governments' assessment policies as a basis for comparing policy-making related to national testing in primary and lower secondary education in Norway and Sweden from 2000-2017. The study analyses policy documents and expert…
Descriptors: Educational Assessment, Interviews, Public Officials, National Competency Tests
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard – Assessment in Education: Principles, Policy & Practice, 2018
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…
Descriptors: Program Implementation, Formative Evaluation, Mathematics Instruction, Mathematics Achievement
Gu, Peter Yongqi – Assessment in Education: Principles, Policy & Practice, 2014
The Chinese authorities have spelt out their educational vision in a series of documents and provided explicit guidelines in terms of curriculum and assessment. How are these policy visions and curriculum standards translated into the classroom practices of the teacher? This paper tries to answer this question by looking into one teacher's…
Descriptors: Foreign Countries, Secondary School Teachers, English Teachers, English (Second Language)
Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada
Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier – Assessment in Education: Principles, Policy & Practice, 2011
This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using…
Descriptors: Class Activities, Learning Activities, Formative Evaluation, Foreign Countries
Parr, Judy M.; Timperley, Helen S. – Assessment in Education: Principles, Policy & Practice, 2008
Despite assessment being viewed as integral to practice, there are questions about schools' preparedness to engage in this process. Data from three studies conducted in New Zealand primary schools explore whether use of student achievement data is part of the professional canon or skill set. (1) When implementing new literacy materials, evidence…
Descriptors: Academic Achievement, Foreign Countries, Pedagogical Content Knowledge, Teaching Methods
Ecclestone, Kathryn – Assessment in Education: Principles, Policy & Practice, 2007
Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…
Descriptors: Formative Evaluation, Motivation, Foreign Countries, Vocational Education
