Understanding and using assessment data

Unlocking Assessment: Understanding for Reflection and Application

Volumn , Issue , 2008, Pages 105-120

  Dudley, Pete ^a   Swaffield, Sue ^b  

^a TLRP ^*  (United Kingdom)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84869830189     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203930939     Document Type: Chapter

References (27)

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3. Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, achievement and equity, Buckingham: Open University Press.
4. Stobart, G. and Gipps, C. (1997) Assessment: a teacher's guide to the issues (2nd edn), London: Hodder and Stoughton.
5. Swaffield, S. and Dudley, P. (2003) Assessment Literacy for Wise Decisions (2nd edn), London: Association of Teachers and Lecturers.
6. Wiliam, D. (2000) 'The meanings and consequences of educational assessments', Critical Quarterly, 42: 105-27.
7. The National College for School Leadership devotes part of its site to the use of data, and includes a glossary and several online learning modules. Online, available at: www.ncsl.org.uk/managing_your_school/use-of-data (accessed 27 May 2007).
8. AAIA (2006) Using Assessment for Enhancing Learning - a practical guide. Online, available at: www.aaia.org.uk (accessed 28 May 2007).
9. ARG (2002a) Assessment for Learning: 10 principles. Online, available at: assessment-reform-group.org (accessed 28 May 2007).
10. Ashby, J. and Sainsbury, M. (2001) How do Schools use National Curriculum Test Results? A survey of the use of national curriculum test results in the management and planning of the curriculum at key stages 1 and 2. Online, available at: www.nfer.ac.uk/publications/other-publications/downloadable-reports/how-do-schools-use-nationalcurriculum. cfm (accessed 28 May 2007).
11. Black, P. and Wiliam, D. (1998) 'Assessment and classroom learning', Assessment in Education, 5: 7-71.
12. Carr, M. (2001) Assessment in Early Childhood Settings: learning stories, London: Paul Chapman.
13. DfES (2006a) 2020 Vision: report of the teaching and learning in 2020 review group (Gilbert Report), London: DfES.
14. DfES(2006b) Handbook for Assessing Pupils' Progress in English: a practical guide, London: DfES.
15. DfES (2007a) Making Great Progress: schools with outstanding rates of progress in key stage 2. London: DfES.
16. DfES (2007b) Assessing Pupils' Progress in Mathematics at Key Stage 3: a practical guide, London: DfES.
17. Earl, L., Fullan, M., Leithwood, K. and Watson, N. (2000) Watching and Learning: OISE/UT evaluation of the implementation of the national literacy and national numeracy strategies, Toronto: Ontario Institute for Studies in Education of the University of Toronto.
18. Handy, C. (1994) The Empty Raincoat, London: Hutchinson.
19. Kirkup, C., Sizmur, J., Sturman, L. and Lewis, K. (2005) Schools' Use of Data in Teaching and Learning (DfES Research Report 671), London: DfES.
20. Klenowski, V. (2002) Developing Portfolios for Learning and Assessment: processes and principles, London: Routledge Falmer.
21. Lave, J. and Wenger, É. (1991) Situated Learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
22. Ofsted (2006) Inspection Matters: issue 10 - September 2006, London: Ofsted.
23. QCA (2003) Marking: making a difference, London: QCA.
24. Rinaldi, C. (2006) In Dialogue with Reggio Emilia: listening, researching and learning, London: Routledge.
25. Rogoff, B. (1997) 'Evaluating development in the process of participation: theory, methods and practice building on each other', in E. Amsel and K. Ann Renninger (eds) Change and Development: issues of theory, method and application, Mahwah, NJ, and London: Erlbaum.
26. Wiliam, D. (2001a) 'What is wrong with our educational assessments and what can be done about it?', Education Review, 15: 57-62.
27. Wiliam, D.(2001b) Level Best? Levels of attainment in national curriculum assessment, London: Association of Teachers and Lecturers.