National Curriculum Assessment

Daugherty, Richard

doi:10.4324/9780203421611

Cited by 12 publications

(9 citation statements)

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“…The clearest evidence of this is in the detailed account-written by one of its members-of the work of the Schools Examinations and Assessment Council between its foundation in 1988 and 1993 (Daugherty, 1995). During that time, teachers' assessments appeared as an explicit item on that Council's agenda on only two occasions, each time because the government department (then the Department of Education and Science) had addressed a specific question about summative aspects, whilst the formative aspects of teachers' assessments were never given serious attention.…”

Section: The Empty Commitmentmentioning

confidence: 99%

Inside the Black Box: Raising Standards through Classroom Assessment

Black¹,

Wiliam²

2010

Phi Delta Kappan

1,648

1,530

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Section: The Empty Commitmentmentioning

confidence: 99%

Inside the Black Box: Raising Standards through Classroom Assessment

Black¹,

Wiliam²

2010

Phi Delta Kappan

1,648

1,530

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“…Assessment as both a classroom practice and a policy construct has been the subject of considerable debate both in the last century and this one (Crooks 1988;Daugherty 1995;Black and William 1998;Carless 2011;Berry and Adamson 2011). A key issue in the debates has been the tension between the roles of informal, teacher-student initiated formative assessment and more formal forms of assessment created to monitor the performance of students (Carless 2005).…”

Section: Literature Reviewmentioning

confidence: 97%

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

2014

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As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of 'no loser' classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students' perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97-111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, studentcentred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed.

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“…High quality work existed in a wide range of areas such as assessment (e.g. Daugherty, 1995) and the history of education (e.g. Evans, 1990;Jones, 1997).…”

Section: Educational Policy Paradigms In England and Walesmentioning

confidence: 99%

New Labour, education and Wales: the devolution decade

Reynolds

2008

Oxford Review of Education

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National Curriculum Assessment

Cited by 12 publications

References 0 publications

Inside the Black Box: Raising Standards through Classroom Assessment

Inside the Black Box: Raising Standards through Classroom Assessment

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

New Labour, education and Wales: the devolution decade

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