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Assessment in Education: Principles, Policy & Practice
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Volume 22, Issue 2

Assessment in Education: Principles, Policy & Practice

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Assessment in Education: Principles, Policy & Practice, Volume 22, Issue 2 (2015)

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Assessment in Education: Principles, Policy & Practice, Volume 22, Issue 2 (2015)

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Sociocultural Theoretical Perspectives on Assessment: Exploring Links, Limitations and Emerging Considerations

Introduction

Lead Editors’ editorial introduction

Therese N. Hopfenbeck

Pages: 179-181

Published online: 01 Apr 2015

First Page PreviewforLead Editors’ editorial introduction | Full Text | References | PDF (78.6 KB)

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Editorial

Assessment systems as cultural scripts: a sociocultural theoretical lens on assessment practice and products

Jannette Elwood & Patricia Murphy

Pages: 182-192

Published online: 01 Apr 2015

First Page PreviewforAssessment systems as cultural scripts: a sociocultural theoretical lens on assessment practice and products | Full Text | References | PDF (117.3 KB)

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Special Issue articles

Article

Validity, science and educational measurement

Harvey Goldstein

Pages: 193-201

Published online: 01 Apr 2015

AbstractforValidity, science and educational measurement | Full Text | References | PDF (110 KB)

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Article

A situative response to the conundrum of formative assessment

Daniel T. Hickey

Pages: 202-223

Published online: 01 Apr 2015

AbstractforA situative response to the conundrum of formative assessment | Full Text | References | PDF (221.6 KB)

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Article

Developing an assessment pedagogy: the tensions and struggles in re-theorising assessment from a cultural–historical perspective

Marilyn Fleer

Pages: 224-246

Published online: 01 Apr 2015

AbstractforDeveloping an assessment pedagogy: the tensions and struggles in re-theorising assessment from a cultural–historical perspective | Full Text | References | PDF (181.5 KB)

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Article

Leveraging disciplinary practices to support students’ active participation in formative assessment

Bronwen Cowie & Judy Moreland

Pages: 247-264

Published online: 01 Apr 2015

AbstractforLeveraging disciplinary practices to support students’ active participation in formative assessment | Full Text | References | PDF (157.6 KB)

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Articles

Article

Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model

Lois R. Harris, Gavin T.L. Brown & Jennifer A. Harnett

Pages: 265-281

Published online: 20 Nov 2014

AbstractforAnalysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model | Full Text | References | PDF (222.9 KB)

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Article

Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students

Ron Jonathan Pat-El, Harm Tillema, Mien Segers & Paul Vedder

Pages: 282-298

Published online: 20 Nov 2014

AbstractforMultilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students | Full Text | References | PDF (192.1 KB)

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Assessment in Education: Principles, Policy & Practice (Vol.22, Iss.2, 2015)

Sociocultural Theoretical Perspectives on Assessment: Exploring Links, Limitations and Emerging Considerations

Sociocultural Theoretical Perspectives on Assessment: Exploring Links, Limitations and Emerging Considerations

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