The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed…

This study investigates the relationship between students' attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students' perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students…

This article addresses written feedback to students' drafts and provides insight into teachers' formative assessment practices. Data are taken from a large cross-disciplinary project on writing and assessment in Norway and comprises a sample of 7th graders' writing processes from 11 schools. Teachers' comments are categorised according to…

This research aims at finding the way to develop the assessment for learning of the humanistic (AfL-H) model in Mathematics at elementary schools. This is developmental research of the Hopkins & Clark model. The experimental subjects are 67 mathematics teachers and 375 elementary students in Grade. The data were analyzed in two stages using…

This study aims to analyze the students' understanding of motion in straight line concepts and their difficulties after the learning process. The research method is a mixed method with an embedded experimental design. The research was conducted in one of the public senior high schools in Malang City Indonesia with 34 students consisting of 20…

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education -- educational accountability to…

This paper identifies important technological, financial, and equity challenges to the development and implementation of online or onscreen educational testing. The insights are based on the author's experiences in New Zealand of being the senior project manager for the Assessment Tools for Teaching and Learning (asTTle) computer-based…

Peer assessment can be conducted online with rapid development of online learning technology. The current study was conducted empirically to investigate peer rating accuracy and student learning outcomes in online peer assessments, comparing compulsory and voluntary peer assessment. Section 1 (N = 93) was assigned to the voluntary group and…

The significance of a process evaluation for understanding randomised controlled trials (RCTs) of complex teaching interventions in a classroom setting is discussed in relation to the evaluation of the Integrated Group Reading (IGR) programme trial. This process evaluation is based on realist principles and draws on different data sources. The…

Aim/Purpose: Students' perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback. Background: Despite the advantages of electronic tests, it is one of the neglected technologies in the…

This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies,…

This project aimed to develop an engaging formative assessment that simulates the social and dialogic processes that are often missing in traditional instruction and assessment of argumentation. In this article, we describe the design of an argumentative reasoning task within a scenario-based assessment enhanced with game elements…

This research endeavors to assess the efficacy of Mobile Assisted Language Learning (MALL) in elevating students' English proficiency to the Common European Framework of Reference (CEFR) B1 level. The study involves identifying the most suitable mobile application for formative assessment, implementing it to enhance students' English competency,…

Background: Successful outcomes of the Learning Assistant (LA) model include increased learning outcomes in STEM gateway courses and increased persistence to graduation among LAs and the students they serve. While there are many possible reasons that the LA program is effective, the pedagogical development of the LAs themselves has not yet been…

This study looks at student peer assessment as a learning tool and a way of enhancing student learning at a university in England. Peer assessment is a formative process and has the aim of improving student understanding of learning as it happens, through assessing each other's work against set marking criteria. In addition, the aim is to improve…