Recursos de colección

General Teaching Council for Northern Ireland Repository (671 recursos)

The Access to Research Resources for Teachers (ARRT) es una base de datos de la investigación educativa haciendo las publicaciones pertinentes a disposición de los profesionales de la educación 'en el toque de un botón'.

Assessment

Mostrando recursos 1 - 7 de 7

  1. Testing, Motivation and Learning

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    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....

  2. Testing, Motivation and Learning

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    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....

  3. Assessment for Learning: 10 Principles

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    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.

  4. Assessment for Learning: 10 Principles

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    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.

  5. Assessment for Learning: Beyond the Black Box

    Assessment Reform Group (Original source: www.assessment-reform-group.org)

  6. The role of teachers in the assessment of learning

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    This pamplet summarises the outcomes of the ASF project. It considers how to arrive at a comprehensive summative assessment system capable of providing information, based on sound evidence, about a wide range of pupil competences. Available research evidence leads to the conclusion that systems relying heavily on test results are found wanting in several respects, particularly in their ability to give a valid and reliable account of pupils' learning. It is argued that the negative consequences of summative assessment for learning and teaching can be minimised by more appropriate use of teachers' judgements.

  7. The role of teachers in the assessment of learning

    Assessment Reform Group (Original source: www.assessment-reform-group.org)
    This pamplet summarises the outcomes of the ASF project. It considers how to arrive at a comprehensive summative assessment system capable of providing information, based on sound evidence, about a wide range of pupil competences. Available research evidence leads to the conclusion that systems relying heavily on test results are found wanting in several respects, particularly in their ability to give a valid and reliable account of pupils' learning. It is argued that the negative consequences of summative assessment for learning and teaching can be minimised by more appropriate use of teachers' judgements.

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