What is it about?
The paper looks at how assessment literate a group of educator's in a primary school were in relation to a standards-based approach to curriculum and assessment with the advent of the new National Curriculum in England.
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Why is it important?
The report highlights self-perceived assessment skill and frequency of use are positively correlated and notes how the relationship between the constructs have specific implications for teacher professional development.
Perspectives
This is a short report stating initial findings as well as data relevant to the measurement tool used to collect data. It can be viewed as a 'pilot study' as well as a point of reference for the school in which it was conducted to examine the impact of continued professional development.
Mr Jazz C Williams
Manchester Metropolitan University
Read the Original
This page is a summary of: “Assessing Without Levels”: preliminary research on assessment literacy in one primary school, Educational Studies, February 2015, Taylor & Francis,
DOI: 10.1080/03055698.2015.1007926.
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