Assessment Reforms Around the World

Berry, Rita Shuk Yin 張淑賢

doi:10.1007/978-94-007-0729-0_7

Cited by 38 publications

(30 citation statements)

References 26 publications

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“…Current educational policy reform movements attempt to reduce the negative consequences of highly selective educational assessments by placing a greater emphasis on using assessment to inform teaching and learning improvements (Berry 2011). While improvement is the natural goal of education, it should be noted that accountability mechanisms tend to elicit endorsement of the views of the evaluators (Lerner and Tetlock 1999).…”

Section: Conceptions Of Assessmentmentioning

confidence: 99%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four 'normal universities' in the People's Republic of China, 765 prospective teachers' responses to two selfreport instruments regarding the nature of excellent teaching and the purpose of assessment. Both questionnaires had previously been developed in Mandarin Chinese and validated with large samples of practicing teachers in China. The original models could not be recovered and with exploratory and confirmatory factor analysis alternative models were found. Excellent teaching was conceived as four inter-correlated factors (i.e. Professional, Model, Examination and Life-long), as also were the purposes of assessment (i.e. Diagnose and Formative, Irrelevant, Control and Life Character). Structural equation modelling showed that the strongest relationship between teaching excellence and assessment began with the examination factor which positively predicted assessment as Irrelevant and for Life Character development and negatively the Diagnose and Formative purpose. Results are consistent with the high-stakes examination system of China and the status of prospective teachers who have only recently stopped being students.

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Section: Conceptions Of Assessmentmentioning

confidence: 99%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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“…However, after participating in an intervention wherein they experienced a task-based formative approach, the students' views shifted significantly in favour of the formative assessment approach. Through active involvement in the assessment process using real tasks, students became more empowered in AfL concepts (Berry, 2011). Overall, the research intervention was successful in changing the mind-set of our stakeholders by helping them to understand the formative nature of school-based assessment (Chong, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Ultimately, in the form of a grade, it can have a profound influence on peoples' lives by determining academic and career opportunities of students. In Hong Kong, for instance, high stakes external exams are the key to social mobility through access to greater employment opportunities (Berry, 2011). Consequently, Glazer (2014) recommends that educators ensure that assessment practice is meaningful but also fair and consistent.…”

Section: Types Of Assessmentmentioning

confidence: 99%

“…However, if the wider society values high stakes external exam results over formative means, such as SBA, the transition to continuous assessment becomes that more challenging (Rashid & Jaidin, 2014). The mixed success of SBA in Asian countries, including Malaysia, Bangladesh, Thailand, Indonesia and Singapore is a result of prevailing beliefs and practices that favour high pressure tests for summative purposes (Berry, 2011). In Hong Kong, for example, Kennedy (2013) notes that structured exams in Hong Kong are seen as part of the social structure of society.…”

Section: Culture and School-based Assessmentmentioning

confidence: 99%

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Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

Smith¹,

Ahmadun²

2017

LEiA

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School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as time constraints, lack of teacher skills and inadequate computer management systems have hampered implementation efforts. While studies have been conducted which examined these issues, few if any have examined how trainee teachers feel. The following paper addresses this issue through an exploratory study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. The findings also indicated that cultural influence may play a considerable part in the success or otherwise of school-based assessment endeavours. Results of this study may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.

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“…Educational assessment policies across the globe are constantly changing (Berry, 2011a). Those changes and reforms are the manifestation of educational policymakers' and researchers' responses to critiques and concerns often raised by the general public, academics, industries and politicians (Berry, 2011b;Flaitz, 2011;James, 2011;Klenowski, 2011;Lamprianou, 2012;Tan, 2011;Wiliam, 1995).…”

Section: Introductionmentioning

confidence: 98%

How the admission criteria to a competitive-entry undergraduate programme could be improved

Shulruf

Shaw

2014

Higher Education Research & Development

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The introduction of a new standards-based secondary school assessment system, the National Certificate of Educational Achievement (NCEA), necessitated significant changes to the admissions processes for New Zealand universities, particularly for competitive-entry programmes such as medicine, engineering and pharmacy. Selection to such programmes was traditionally based on marks or grades in designated science subjects. Under NCEA, the emphasis changed to the number of credits obtained. This article uses the case of pharmacy at The University of Auckland to examine whether the admission criteria under NCEA are 'fit for purpose' in terms of academic progression during the degree. The negative consequences of students having to repeat courses are both academic and financial. Using data from six cohorts of NCEA entrants to the Bachelor of Pharmacy (BPharm) degree, the findings of this study clearly suggest that the best predictor of course success, measured by not failing courses, is the NCEA Grade Point Average. This is at variance with the current practice for admission to pharmacy and other limited-entry degrees which rely on prerequisite courses and the number of NCEA Credits gained. These results suggest that a reappraisal of admissions processes for pharmacy and similar programmes is required.

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Assessment Reforms Around the World

Cited by 38 publications

References 26 publications

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

How the admission criteria to a competitive-entry undergraduate programme could be improved

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