Beyond method: assessment and learning practices and values

By M. James, David Pedder *. 2006

185 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8953b6aa541e335361349ee5a6ecedcb16a5db77

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In Education

In Sociology and Political Science

Citations in the corpus

Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “Of course, the gap is also influenced by the scope of attention, with much of the values-related work (e.g. James & Pedder, 2006) focusing on beliefs and values at the classroom level, and much of the conceptions-related work (e.g. Brown, Hui, et al., 2011) addressing the broad national or societal…”
Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness (2015, background): “James and Pedder (2006) studied 558 primary and secondary school UK teachers regarding their beliefs and practices regarding classroom assessment practices.”
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1 (2007, background): “In a very real sense we seem to have moved from ‘assessment of learning’ through ‘assessment for learning’ to ‘assessment as learning’, for both learners and tutors alike, with assessment procedures and processes completely dominating the teaching and learning experience.”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “A similar case is made by James and Pedder (2006).”
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021, background): “Similarly, James and Pedder (2006) studied UK in-service teachers’ assessment beliefs and practices and revealed that teachers did less than they valued regarding assessment for promoting student learning.”