Large-scale Assessment and Teachers' Assessment Capacity: Learning opportunities for teachers in the National Education Monitoring Project in New Zealand

References

• AMERICAN EDUCATIONAL RESEARCH ASSOCIATION . 2001 . AERA Position Statement Concerning High Stakes Testing in pre K-12 Education, aera.net: The Education and Research Network Available: http://www.aera.net/about /policy/stakes.htm [February]
   Google Scholar
• BERGERON , B. , WERMUTH , S. and HAMMAR , R. 1997 . Initiating portfolios through shared learning: three perspectives . The Reading Teacher , 50 (7) : 552 – 562 .
   Web of Science ®Google Scholar
• BLACK , P. 2000 . Research and the development of educational assessment . Oxford Review of Education , 26 (3&4) : 407 – 419 .
   Web of Science ®Google Scholar
• BLACK , P. and WILIAM , D. 1998 . Inside the Black Box: raising standards through classroom assessment , London : King's College, University of London .
   Google Scholar
• BLACK , P. , KANE , M. and LINN , R. 1996 . Report of the International Review Panel for the National Education Monitoring Project , Dunedin : University of Otago .
   Google Scholar
• CAMPBELL , B. 1997 . Professional development-beyond the one-day serving . The Practising Administrator , 2 : 26 – 35 .
   Google Scholar
• CHAPMAN , D. W. and LOWTHER , M. A. 1982 . Teachers' satisfaction with teaching . Journal of Educational Research , 75 (4) : 240 – 247 .
   Google Scholar
• CLEMENT , M. and STAESSENS , K. 1993 . “ The professional development of primary school teachers and the tension between autonomy and collegiality ” . In School Culture, School Improvement & Teacher Development , Edited by: KlEVIET , F. and VANDENBERGHE , R. Leiden University, Netherlands, DSWO Press .
   Google Scholar
• CROOKS , T. and FLOCKTON , L. 1993 . Some Proposals for National Monitoring of Education Outcomes , Dunedin , , New Zealand : University of Otago . Unpublished Report,
   Google Scholar
• DEWAR , S. and BENNIE , N. 1996 . An evaluation of some of the professional development programmes delivered in 1995/96 . Bulletin , 7 : 68 – 77 .
   Google Scholar
• DONN , M. 1995 . Professional development programmes for teachers: an evaluation of some of those held in 1994/95 . Bulletin , 6 : 36 – 9 .
   Google Scholar
• DWYER , C. A. 1998 . Assessment and classroom learning: theory and practice . Assessment in Education , 5 (1) : 131 – 137 .
   Google Scholar
• EARL , L. and TORRANCE , N. Embedding Accountability and Improvement into Large-Scale Assessment: what difference does it make? . Paper presented at the Canadian Society for the Study of Education conference . May 23-26 , Quebec City .
   Google Scholar
• EISNER , E. , GIPPS , C. and HARLEN , W. 1998 . Report of the 1998 International Review Panel for the National Education Monitoring Project , New Zealand : Educational Assessment Research Unit, University of Otago . Unpublished Report to the
   Google Scholar
• FALK , B. and ORT , S. 1998 . Sitting down to score: teacher learning through assessment . Phi Delta Kappan , 80 (1) : 59 – 64 .
   Web of Science ®Google Scholar
• FLOCKTON , L . 1999 . Connecting theory and practice in national monitoring assessment . Teachers and Curriculum , 3 : 23 – 30 .
   Google Scholar
• FLOCKTON , L. and CROOKS , T. 1998 . Mathematics Assessment Results 1997, NEMP Report 9 , Dunedin , , New Zealand : EARU, Otago University .
   Google Scholar
• GlLMORE , A. 1998 . Assessment for Success in Primary Schools: report of the submissions to the Green Paper , Christchurch : Unit for Studies in Educational Evaluation, Education Department, University of Canterbury .
   Google Scholar
• GlLMORE , A. 1999 . The NEMP Experience: professional development of teachers through the National Education Monitoring Project , Christchurch : Unit for Studies in Educational Evaluation, Education Department, University of Canterbury .
   Google Scholar
• GlLMORE , A. and HATTIE , J. 2000 . Evaluation of the School-Based Uses of the Assessment Resource Banks , Wellington : Ministry of Education .
   Google Scholar
• GlPPS , C. 1996 . Beyond Testing: towards a theory of educational assessment , London : Palmer Press .
   Google Scholar
• GOLDBERG , G. L and ROSWELL , B. S. 1999-2000 . From perception to practice: the impact of teachers' scoring experience on performance-based instruction and classroom assessment . Educational Assessment , 6 (4) : 257 – 290 .
   Google Scholar
• HARLEN , W. and JAMES , M. 1997 . Assessment and learning: differences and relationships between formative and summative assessment . Assessment in Education , 4 (3) : 365 – 379 .
   Google Scholar
• HlLL , M. 1997 . Planning valid and valuable school assessment systems: a possible model for New Zealand schools . Teachers and Curriculum , 1 : 85 – 98 .
   Google Scholar
• HlLL , P. , HOLMES-SMITH , P. and ROWE , K. 1993 . School and Teacher Effectiveness in Victoria , Melbourne : Center for Applied Educational Research, University of Melbourne Institute of Education .
   Google Scholar
• HOLLINGSWORTH , H. 1996 . “ Change trajectories in teacher professional growth ” . In Technology in Mathematics Education , Edited by: CLARKSON , P. Melbourne : Mathematics Education Research Group of Australasia .
   Google Scholar
• IRVING , J. 1992 . Educational Assessment and Monitoring in New Zealand , Wellington : Ministry of Education .
   Google Scholar
• JOHNSTON , P. , GUICE , S. , BAKER , K. , MALONE , J. and MICHELSON , N. 1995 . Assessment of teaching and learning in literature-based classrooms . Teachers and Teacher Education , 11 (4) : 359 – 371 .
   Web of Science ®Google Scholar
• LOVETT , S. and GILMORE , A. Sharing the Reality of Professional Development for Teachers in New Zealand: assessment and the National Education Monitoring Project (NEMP) . Paper presented at the Canadian Society for the Study of Education conference . May 23-26 , Quebec City .
   Google Scholar
• MASTERS , G. N. and FORSTER , M. 2000 . The Assessments We Need , Melbourne : Australian Council for Educational Research .
   Google Scholar
• NITKO , A. J. 1995 . Curriculum-based continuous assessment: a framework for concepts, procedures and policy . Assessment in Education , 2 (3) : 321 – 337 .
   Google Scholar
• ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD) . 1998 . Teachers for tomorrow's schools, Education Policy Analysis, , 25 – 39 . Paris : Centre for Educational Research and Innovation .
   Google Scholar
• PHILIPS , D. National Assessment Policy in New Zealand: improving the use of achievement data in schools . Paper presented at the AARE-ZARE Conference . November 29 , Melbourne , Australia. -December 2
   Google Scholar
• POPHAM , W. J. 1999 . Where large scale testing is heading and why it shouldn't . Educational Measurement: Issues and Practice , 16 (3) : 13 – 17 .
   Google Scholar
• RENYI , J. 1998 . Building learning into the teaching job . Educational Leadership , February : 70 – 74 .
   Web of Science ®Google Scholar
• SADLER , D. R. A Bird's Eye View of Assessment in Schools . Paper presented at the National Assessment Regional Seminars . July 2-4 , Christchurch, Palmerston North and Auckland , New Zealand.
   Google Scholar
• SEBATANE , E. M. 1998 . Assessment and classroom learning: a response to Black & Wiliam . Assessment in Education , 5 (1) : 123 – 130 .
   Google Scholar
• SHEINGOLD , K. , HELLER , J. and STORMS , B. On the mutual influence of teachers' professional development and assessment quality in curricular reform . Paper presented at the annual meeting of the American Educational Research Association . March 24-28 , Chicago .
   Google Scholar
• SIMFSON , M. 1990 . Why criterion-referenced assessment is unlikely to improve learning . The Curriculum Journal , 1 : 171 – 183 .
   Google Scholar
• STANLEY , D. 1995 . Teacher professional development for information technology in the school curriculum . Computers in NZ Schools , Nov : 3 – 6 .
   Google Scholar
• WAITERS , J. and GINNS , I. 1996 . An in-depth study of a teacher engaged in an innovative primary science trial professional development project . Research in Science Education , 27 (1) : 51 – 69 .
   Google Scholar
• ZEEGERS , Y. 1994 . Teacher professional development which aspects of inservice do teachers believe influence their classroom practice? . Research in Science Education , 24 : 358 – 365 .
   Google Scholar