Testing Times: The Uses and Abuses of Assessment

By G. Stobart. 2008

559 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/e6e34ea92a33a6edd4de55c020d7156f5cb7e827

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In Education

In Political Science and International Relations

Citations in the corpus

Assessment in Mathematics Education (2016, unknown): “Shifts to a broad range of classroom assessment practices are encouraged by both the current classroom assessment literature (e.g., Gardner 2006; Stobart 2008) and by recent thinking and research in mathematics education (e.”
Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, background): “Finally, the gap between majority and minority students might also be partially due to how we assess students’ competence or whose curricula we assess (Stobart 2008).”
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, background): “AfL takes place in everyday classroom practice in the form of continual dialogues and feedback loops, in which (immediate) feedback is used to direct further learning (Stobart, 2008).”
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2013, background): “•• How the feedback is received differs from student to student (Hattie & Gan, 2011; Kluger & DeNisi, 1996; Stobart, 2008; Timmers & Veldkamp, 2011), and feedback has to be processed mindfully in order to have an effect on learning outcomes (Bangert-Drowns et al., 1991).”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “The practice of giving formative feedback is a key aspect to assessment for learning rather than assessment as solely a measurement of learning (Ramsden, 2003; Stobart, 2008).”
‘Catalyst data’: perverse systemic effects of audit and accountability in Australian schooling (2013, background): “The development of NAPLAN in Australia is also part of a globalized education policy discourse that argues that standards can only be driven up by such testing (Stobart 2008).”
Fairness in Assessment (2009, methodology): “One example is the use of testing for accountability purposes, particularly the use of targets based on the results of highstakes testing such as the No Child Left Behind testing program in the United States (Stobart, 2008).”
The impact of high stakes testing: the Australian story (2012, unknown): “Several researchers have identified such consequences as they have occurred in other countries including the United States (Darling‐ Hammond, 2010), England (Stobart, 2008), and Singapore (Kramer‐Dahl, 2008).”