Assessment in Education: Principles, Policy & Practice

Title Publication Date Language Citations
‘Exactly what do you mean by consistency?’ Exploring concepts of consistency and standards in Curriculum for Excellence in Scotland2012/12/12English
The use of teacher judgement for summative assessment in the USA2012/07/16English
The impact of the Programme for International Student Assessment on academic journals2012/03/09English
Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education2012/04/19English
Assuring academic achievement standards: from moderation to calibration2012/08/21English
Short-term gain at long-term cost? How resit policy can affect student learning2012/08/21English
From testing to productive student learning: implementing formative assessment in Confucian-heritage settings2012/05/01English
Assessment in post‐secondary education and training: editorial introduction2007/11/01English
REVIEW ESSAYS2000/03/01English
Integrated Review1999/11/01English
Student appeals of grades: a comparative study of university policies and practices2011/02/01English
Why do people appeal Higher Education grades and what can it tell us about the meaning of standards?2011/02/01English
Convergent validity evidence regarding the validity of the Chilean standards‐based teacher evaluation system2011/02/01English
Using formative assessment to support complex learning in conditions of social adversity2011/02/01English
Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment2009/11/01English
Testing times: the uses and abuses of assessment2010/08/01English
What happens when high‐stakes testing stops? Teachers' perceptions of the impact of compulsory national testing in science of 11‐year‐olds in England and its abolition in Wales2010/08/01English
Classification consistency when scores are converted to grades: examination marks versus moderated school assessments2010/08/01English
Fears for tiers: are candidates being appropriately rewarded for their performance in tiered examinations?2010/08/01English
‘You know what you've done right and what you've done wrong and what you need to improve on’: New Zealand students' perspectives on feedback2010/08/01English
Examinations versus teacher assessments2010/08/01English
Notes on Contributors2003/11/01English
Book reviews2009/07/01English
Marking Quality Within Test and Examination Systems2009/07/01English
Foreword2009/03/01English
BOOK REVIEW2006/11/01English
The challenges and possibilities of aligning large‐scale testing with mathematical reform: the case of Ontario2006/11/01English
Improving marking quality through a taxonomy of mark schemes2011/08/01English
Marking quality within test and examination systems2011/08/01English
Using verbal reports to explore rater perceptual processes in scoring: a mixed methods application to oral communication assessment2011/08/01English