Erratum to: Why school based assessment is not a universal feature of high stakes assessment systems? (Educ Asse Eval Acc (2009) 21, (329-345), 10.1007/s11092-009-9083-1);Why school based assessment is not a universal feature of high stakes assessment systems?

Educational Assessment, Evaluation and Accountability

Volumn 21, Issue 4, 2009, Pages 329-345

  Lamprianou, Iasonas ^a,b   Christie, Thomas ^c  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

^b EUROPEAN UNIVERSITY CYPRUS   (Cyprus)

^c AGA KHAN UNIVERSITY   (Pakistan)

Author keywords

External assessment; School based assessment

Indexed keywords

EID: 77349094524     PISSN: 18748597     EISSN: 18748600     Source Type: Journal    
DOI: 10.1007/s11092-009-9088-9     Document Type: Erratum

References (43)

1. Ames, C. (1992). Classrooms, goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-271. doi: 10. 1037/0022-0663. 84. 3. 261.
2. Arkes, H. R. (1986). Impediments to accurate clinical judgement and possible ways to minimise their impact. In H. R. Arkes & K. R. Hammond (Eds.), Judgement and decision making: An inter disciplinary reader (pp. 582-592). Cambridge: Cambridge U. P.
3. Bangert-Drowns, R., Kulik, J., & Kulik, C. (1991). Effects of frequent classroom testing. The Journal of Educational Research, 85(2), 89-99.
4. Baron, J. (1994). Thinking and decision making (2nd ed.). New York: Cambridge U. P.
5. Black, H. (1993). Taking a closer look. Key ideas in diagnostic assessment. Edinburgh: The Scottish Council for Research in Education. Reached at http://www. scre. ac. uk/pdf/taking/key. pdf on 11 May 2003.
6. Black, P. (2001). Dreams, strategies and systems: Portraits of assessment past, present and future. Assessment in Education, 8(1), 65-85. doi: 10. 1080/09695940120033261.
7. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. doi: 10. 1080/0969595980050102.
8. Brennan, R. L. (2001). Generalizability theory. New York: Springer-Verlag.
9. Brennan, R. L. (2003). Coefficients and Indices in Generalizability Theory. Center for Advanced Studies in Measurement and Assessment, CASMA Research Report, Number 1.
10. Broadfoot, P. (1996). Liberating the learner through assessment. In G. L. Claxton, T. Atkinson, M. Osborn & M. Wallace (Eds.), Liberating the Learner: Lessons for professional development in education (pp. 32-44). London: Routledge.
11. Brookhart, S. M. (1993). Teachers'grading practices: Meaning and values. Journal of Educational Measurement, 30, 123-142. doi: 10. 1111/j. 1745-3984. 1993. tb01070. x.
12. Coleman, J. (1966). Equality of educational opportunity. Washington: United States Government Printing Office.
13. Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). Theory of generalizability for scores and profiles. The dependability of behavioral measurements. New York: Wiley.
14. Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21(3), 305-334. doi: 10. 1191/0265532204lt286oa.
15. Dweck, C. S. (1999). Self theories: Their role in motivation, personality and development. Philadelphia. Philadelphia: Psychology.
16. Einhorn, H. J. (2000). Expert judgement: some necessary conditions and an example. In T. Connolly, H. R. Arkes & K. R. Hammond (Eds.), Judgement and decision making: An interdisciplinary reader (2nd ed., pp. 324-335). Cambridge: Cambridge U. P.
17. Elander, J., & Hardman, D. (2002). An application of judgement analysis to examination marking in psychology. British Journal of Psychology, 93, 303-328.
18. Feiler, A., & Webster, A. (1999). Teacher predictions of young children's literacy success or failure. Assessment in Education, 6(3), 341-356. doi: 10. 1080/09695949992784.
19. Filer, A., & Pollard, A. (2000). The social world of pupil assessment: Processes and contexts of primary schooling. London: Continuum.
20. Filer, A. (ed). (2000). Assessment: Social practice and social product. London: Falmer.
21. Gipps, C. V., Brown, M., Mccallum, B., & Mcalister, S. (1995). Intuition or evidence?. Buckingham: Open University.
22. Hall, K., & Harding, A. (2002). Level descriptions and teacher assessment in England: Towards a community of assessment practice. Educational Research, 44(1), 1-15. doi: 10. 1080/00131880110081071.
23. Harris, A. (2001). Department improvement and school improvement: A missing link?. British Educational Research Journal, 27(4), 477-486. doi: 10. 1080/01411920120071470.
24. Hill, P. W. (1998). Shaking the foundations: Research driven school reform. School Effectiveness and School Improvement, 9, 419-436. doi: 10. 1080/0924345980090404.
25. Holmes, M. (1998). Change and tradition in education: The loss of community. In A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (Eds.) International Handbook of Educational Change (p. 242-246) Dordrecht; Kluwer A. P.
26. Kahneman, D., & Tversky, A. (1982). On the psychology of prediction. In D. Kahneman, P. Siovic & A. Tversky (Eds.), Judgement under uncertainty: Heuristics and biases (pp. 48-61). Cambridge: Cambridge U. P.
27. Kellaghan, T., & Greaney, V.(1992). Using Examinations to Improve Education: a Study of Fourteen African Countries. World Bank Technical Paper Number 165. The World Bank; Washington, D. C.
28. Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. doi: 10. 1037/0033-2909. 119. 2. 254.
29. Marsh, H., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programmes on academic self-concept: The big fish strikes again. American Educational Research Journal, 32(2), 285-319.
30. Mcmillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203-213.
31. QCA.(2002). Assessment and reporting arrangements: key stage I, 2002. London.
32. Queensland Board of Senior Secondary School Studies.(2003). Moderation of achievements in school-based assessments. Reached at http://www. qsa. qld. edu. au/publications/senior/files/ModerationOfAchievements. pdf reached at 10 May 2003.
33. Raveaud, M. (2004). Assessment in French and English infant schools: Assessing the work, the child or the culture? Assessment in Education: Principles. Policy & Practice, 11(2), 193-211.
34. Rea-Dickins, P., & Gardner, S. (2000). Snares or silver bullets: Disentangling the construct of formative assessment. Language Testing, 17(2), 215-244.
35. Reeves, D. J., Boyle, W. F., & Christie, T. (2001). The relationship between Teacher Assessments and Pupil Attainments in Standard Test Tasks at Key Stage 2, 1996-1998. British Educational Research Journal, 27(2), 141-160. doi: 10. 1080/01411920120037108.
36. Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on student cognitions about evaluation. Assessment in Education, 9(1), 81-95. doi: 10. 1080/09695940220119201.
37. Scheerens, J. (2001). Monitoring school effectiveness in developing countries. School Effectiveness and School Improvement, 12(4), 359-384. doi: 10. 1076/sesi. 12. 4. 359. 3447.
38. Smyth, J., & Hattam, R. (2002). Early school leaving and the cultural geography of High Schools. British Educational Research Journal, 28(3), 375-398. doi: 10. 1080/01411920220137458.
39. Teasdale, A., & Leung, C. (2000). Teacher assessment and psychometric theory: A case of paradigm crossing? Language Testing, 17(2), 163-184.
40. Thrupp, M. (2001). Recent school effectiveness counter-critiques: Problems and possibilities. British Educational Research Journal, 27(4), 443-459. doi: 10. 1080/01411920120071452.
41. Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-632. doi: 10. 1080/01411920120095780.
42. Woods, P. A., & Levacic, R. (2002). Raising school performance in the league tables (Part 2): barriers to responsiveness in three disadvantaged schools. British Educational Research Journal, 28(2), 227-247.
43. Yung, B. H. W. (2002). Same assessment, different practice: professional consciousness as a determinant of teacher's practice in a school-based assessment scheme. Assessment in Education, 9(1), 97-117. doi: 10. 1080/09695940220119210.