http://hdl.handle.net/2428/4617 Mon, 20 May 2013 13:36:40 GMT 2013-05-20T13:36:40Z http://hdl.handle.net/2428/24592 Title: Changing Assessment Practice Process: Principles and Standards Authors: Gardner, John; Harlen, Wynne; Hayward, Louise; Stobart, Gordon Abstract: This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment (ARIA) project about how changes in assessment practice may be brought about most eff ectively. The changes in question focus on the role of teachers in formative and summative assessment in schools. The approach has been to review recent initiatives and developments in assessment that shared this purpose in all four countries of the UK: England, Wales, Scotland and Northern Ireland (see Appendix 2 for a list of projects included). It is not the intention of this summary pamphlet to review and report on each of the projects. Rather the intention is to present a synthesis of lessons learnt that has emerged from our studies of the projects, combined with the insights of key experts who took part in a series of project seminars and interviews throughout the UK. This synthesis unfolds along two main axes: an exploration of the key processes involved in moving from an innovative idea to its embedding and sustainable development in the classroom; and a framework of principles and standards for effective assessment practices, which are set out in Appendix 1. Thu, 01 May 2008 22:32:44 GMT http://hdl.handle.net/2428/24592 2008-05-01T22:32:44Z http://hdl.handle.net/2428/4624 Title: Testing, Motivation and Learning Authors: Assessment Reform Group (Original source: www.assessment-reform-group.org) Abstract: The pamphlet Testing, Motivation and Learning is a summary of a systematic review of research on the impact of summative assessment and testing on pupils' motivation for learning and its implications for assessment policy and practice. The review was undertaken because of concern that some aspects of current assessment systems were negatively affecting pupils motivation for learning as well as impacting on the breadth of the curriculum and reducing the opportunities for assessment to be used to halp learning. The pamphlet brings together information about the overall impact, how this varies with pupil characateristics and with the conditions of testing. Implications are drawn for the action that can be taken to increase the positive and decrease the negative impact on pupil motivation by teachers, professional developers and school managers, and those responsible for national and local assessment policies. Tue, 01 Jan 2002 00:00:00 GMT http://hdl.handle.net/2428/4624 2002-01-01T00:00:00Z http://hdl.handle.net/2428/4623 Title: Assessment for Learning: 10 Principles Authors: Assessment Reform Group (Original source: www.assessment-reform-group.org) Abstract: Assessment for Learning: 10 Principles summarizes the essential features of assessment for learning in an accessible form. The Principles are based on research evidence and have been widely discussed with experts and practitioners in assessment during their development. Tue, 01 Jan 2002 00:00:00 GMT http://hdl.handle.net/2428/4623 2002-01-01T00:00:00Z http://hdl.handle.net/2428/4621 Title: Assessment for Learning: Beyond the Black Box Authors: Assessment Reform Group (Original source: www.assessment-reform-group.org) Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2428/4621 1999-01-01T00:00:00Z