School Entry Assessment: An Evaluation of its Ability to Support Formative Assessment and the Use of Teacher Judgement
Keywords:Assessment, Evaluation and Accountability
AbstractThis article focuses on the Tell Me (oral language component) of School Entry Assessment (SEA). It finds that although SEA-related documents make a concerted effort to support both formative assessment and the use of teacher judgement in assessment, teachers may not be making formative use of the data obtained, and may be reluctant to use judgement when scoring this component. Suggestions for an improved programme of professional development are discussed.
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