Assessment in Education: Principles, Policy & Practice, Volume 28, Issue 3 (2021)

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Assessment in Education: Principles, Policy & Practice, Volume 28, Issue 3 (2021)

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Editorial

Editorial
Who is feedback for?
Therese N. Hopfenbeck
Pages: 209-211
Published online: 11 Oct 2021
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Articles

Article
Analytic or holistic? A study about how to increase the agreement in teachers’ grading
Anders Jönsson, Andreia Balan & Eva Hartell
Pages: 212-227
Published online: 12 Feb 2021
AbstractforAnalytic or holistic? A study about how to increase the agreement in teachers’ grading | Full Text | References | PDF (378.1 KB) | EPUB
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Article
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
Zi Yan, Ziqi Li, Ernesto Panadero, Min Yang, Lan Yang & Hongling Lao
Pages: 228-260
Published online: 15 Feb 2021
AbstractforA systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment | Full Text | References | PDF (685.6 KB) | EPUB
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Article
Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes
Naomi E. Winstone & David Carless
Pages: 261-278
Published online: 17 May 2021
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Article
Teacher use of digital technologies for school-based assessment: a scoping review
Christopher N. Blundell
Pages: 279-300
Published online: 27 May 2021
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Article
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study
Amirhossein Rasooli, Maryam Razmjoee, Joy Cumming, Elizabeth Dickson & Amanda Webster
Pages: 301-321
Published online: 07 Jun 2021
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Article
The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia
Sophia Gorgodze & Lela Chakhaia
Pages: 322-342
Published online: 04 Apr 2021
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