Clarifying the purposes of educational assessment

By P. Newton. 2007

334 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/dd9baec4f6779a232d6924403705077c2cca21ef

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In Education

In Information Systems and Management

Citations in the corpus

Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011, background): “…many specific uses to which assessments can be put (e.g., selection, certification, diagnosis, transfer, licencing, monitoring, etc. described in Newton, 2007), we suggest that these can be reduced to four major conceptions of assessment, three of which may loosely be categorised as ‘purposes’…”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “, diagnostic-formative-summative; assessment for, of, and as learning; improvement of teaching and learning, school accountability, and student accountability) often with inconsistency (Bennett, 2011; Newton, 2007; Swaffield, 2011).”
Assessment and learning: fields apart? (2017, background): “Newton (2007) listed 18 ways in which educational assessment results are used.”
Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, methodology): “The applied assessment and the purposes for which the data are to be used may not align well (Newton 2007), which might be the case even when assessment is used for admission to higher education or for policy-making.”
The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009, background): “, Weeden, Winter and Broadfoot 2002) has rejected formal, standardised tests as being summative assessments of learning, rather than formative assessment for learning, the improvement conception does not require exclusion of formal testing (Newton 2007).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “Brown (2008) has argued that all purposes of assessment (e.g. Newton, 2007 identified 17 uses) fall into one of three major purposes and an “anti-purpose”.”