School Entry Assessment: An Evaluation of its Ability to Support Formative Assessment and the Use of Teacher Judgement
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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How to Cite
TWIST, Juliet. School Entry Assessment: An Evaluation of its Ability to Support Formative Assessment and the Use of Teacher Judgement. The New Zealand Annual Review of Education, [S.l.], n. 11, july 2001. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1423>. Date accessed: 25 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i11.1423.
Assessment, Evaluation and Accountability
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