Modelling professional practice: A collaborative approach to developing criteria and standards-based assessment in pre-service teacher education courses

Assessment and Evaluation in Higher Education

Volumn 26, Issue 1, 2001, Pages 73-88

  Goos, Merrilyn ^a   Moni, Karen ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28244462596     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602930020022291a     Document Type: Article

References (28)

1. BALLA, J. & BOYLE, P. (1994) Assessment of student performance: a framework for improving practice, Assessment and Evaluation in Higher Education, 19(1), pp. 17-28.
2. BATESON, D. (1994) Psychometric and philosophic problems in 'authentic ' assessment: performance tasks and portfolios, Alberta Journal of Educational Research, 40(2), pp. 233-245.
3. BLACK, P. (1995) Can teachers use assessment to improve learning? British Journal of Curriculum and Assessment, 5(2), pp. 7-11
4. BOARD OF SECONDARY SCHOOL STUDIES (1986-1988) Discussion Papers on School Based Assessment (Numbers 1-21) (Brisbane, BSSS).
5. BOUD, D., COHEN, R. & SAMPSON, J. (1999) Peer learning and assessment, Assessment and Evaluation in Higher Education, 24(4), pp. 413-426.
6. BREW, A. (1999) Towards autonomous assessment: using self-assessmen t and peer assessment, in: S. BROWN & A. GLASNER (Eds) Assessment Matters in Higher Education (Buckingham, Society for Research into Higher Education & Open University Press).
7. BROWN, S. & KNIGHT, P. (1994) Assessing Learners in Higher Education (London, Kogan Page).
8. CONWAY, R., KEMBER, D., SIVAN, A. & WU, M. (1993) Peer assessment of an individual 's contribution to a group project, Assessment and Evaluation in Higher Education, 18(1), pp. 45-56.
9. DANIEL, L. G. & KING, D. A. (1998) Knowledge and use of testing and measurement literacy of elementary and secondary teachers, The Journal of Educational Research, 91(6), pp. 331-345.
10. DWYER, C. A. (1998) Assessment and classroom learning: theory and practice, Assessment in Education, 5(1), pp. 131-136.
11. ERWIN, T. D. (1999) Assessment and evaluation: a systems approach for their utilization, in: S. BROWN &A.GLASNER (Eds) Assessment Matters in Higher Education (Buckingham, Society for Research into Higher Education & Open University Press).
12. FALCHIKOV, N. (1995) Peer feedback marking: developing peer assessment, Innovation s in Education and Training Internationa l, 32(2), pp. 175-185.
13. GOLDFINCH, J. (1994) Further developments of peer assessment of group projects, Assessment and Evaluation in Higher Education, 19(1), pp. 29-35.
14. Goldfinch, J. & Raeside, R. (1990) Development of a peer assessment technique for obtaining individual marks as a group project, Assessment and Evaluation in Higher Education, 15(3), pp. 216-231.
15. HEATHFIELD, M. (1999) Group-based assessment: an evaluation of the use of assessed tasks as a method of fostering higher quality learning, in: S. BROWN & A. GLASNER (Eds) Assessment Matters in Higher Education (Buckingham, Society for Research into Higher Education & Open University Press).
16. KLEINSASSER, A. M. (1995) Assessment culture and national testing, The Clearing House, 68(4), pp. 205-211.
17. KLEINSASSER, A., HORSCH, E. & TASTAD, S. (1993, April) Walking the talk: moving from a testing culture to an assessment culture. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
18. MAXWELL, G. (1995) School-based assessment in Queensland, in: C. COLLINS (Ed.) Curriculum Stocktake: Evaluating School Curriculum Change (Deakin, ACT, Australian College of Education).
19. MAXWELL, G., VAN KRAAYENOORD, C. E., FIELDS, C. & HERSCHELL, P. (1995) Developing an Assessment Program: A Planning Guide for Schools (A Professional Development Program) (Brisbane, Department of Education, Queensland, Southern Vale School Support Centre).
20. MONI, K. B., VAN KRAAYENOORD, C. E. & BAKER, C. D. (1999) English teachers ' perception s of literacy assessment in the first year of secondary school, Australian Journal of Language and Literacy, 22(1), pp. 26-39.
21. NEWMANN, F.M. & ARCHBALD, D. A. (1992) The nature of authentic achievement, in: H. BERLAK, F.M. NEWMANN, E. ADAMS, D. A. ARCHBALD, T. BURGESS, J. RAVEN & T. A. ROMBERG (Eds) Towards a New Science of Educational Testing and Assessment (Albany, NY, State University of New York Press).
22. SADLER, D. R. (1986) Subjectivity, objectivity, and teachers ' qualitative judgments, Discussion Paper on School Based Assessment (Number 5) (Brisbane, BSSS).
23. SADLER, D. R. (1987) Specifying and promulgating achievement standards, Oxford Review of Education, 13(2), pp. 191-209.
24. SADLER, D. R. (1992) Expert review and educational reform: The case of student assessment in Queensland secondary schools, Australian Journal of Education, 36(3), pp. 301-317.
25. SOMERVELL, H. (1993) Issues in assessment, enterprise and higher education: The case of self, peer and collaborativ e assessment, Assessment and Evaluation in Higher Education, 18(3), pp. 221-233.
26. STIGGINS, R. J. & CONKLIN, N. F. (1992) In Teachers' Hands: Investigatin g the Practice of Classroom Assessment (Albany, NY, State University of New York Press).
27. TORRANCE, H. (1995) Teacher involvement in new approaches to assessment, in: H. TORRANCE (Ed.) Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment (Buckingham, Open University Press).
28. UNIVERSITY OF QUEENSLAND ACADEMIC BOARD (2nd) Policy and Guidelines on Assessment: Advice to Examiners from the Assessment Subcommittee. Available at http://uqadminserver.jdstory.uq.edu.au /AcadBoardOf. ce/policy/assessPol&Guid