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Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publications, national policy documents and test protocols on reading for year levels 6–9 (ages 9–13). We found that assessment data are broadly conceptualised and used for multiple purposes, that the representation of reading assessment data is located in an improvement-oriented environment and that the use of reading assessment for improvement purposes involves multiple actors and organisation levels. We discuss to what extent reading assessment policy supports student learning and teacher professional learning. [ABSTRACT FROM AUTHOR]

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been for the last 35 years the most common qualification by which students' attainment at age 16 has been measured. The range and balance of processes by which the GCSEs' programmes of study have been assessed have varied over the decades, to include both teacher-assessed coursework and modular or end-of-programme timed written assessments (examinations). The necessary replacement in 2020 of GCSE written examinations with teacher-led assessment provided a unique opportunity to explore students' perceptions of the validity and utility of both examination and teacher-led assessment media for this high-stakes award. This research reports part of a survey that explored the experiences of GCSE candidates in 2020, with particular focus upon students' perceptions of preparing for written examinations, and then for teacher-led assessment. 216 students responded to a mixed quantitative/qualitative methods survey that invited opinion and reflection on the relative affordances and shortcomings of written examinations and teacher-led assessment, both for the individual respondent and the wider student cohort. Responses revealed a balance of both positive and negative evaluations of both assessment media, with an almost equal preference for either, albeit many respondents indicated consideration of some other assessment medium (e.g. modular assessment; combined assessment media). We re-emphasise the attested value of ongoing 'dialogue' and consultation with student stakeholders to inform planning for optimisation of assessment utility and validity. [ABSTRACT FROM AUTHOR]

Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their experiences of receiving feedback. We also recorded what proportion of their instructors' feedback each student had accessed during the first two years of their degree, plus their average grades. Using linguistic text analysis software we searched for linguistic features of students' reflective writing that were statistically associated with their tendency to ignore instructors' feedback. We found no meaningful associations between feedback-accessing and students' language use. Exploratory analyses, however, indicated that a greater tendency to ignore feedback was associated with lower grades, and that students with lower grades tended to focus relatively more on the past or present in their reflections than on the future. We discuss the possible merits of using language as an indirect measure in studies of feedback literacy. [ABSTRACT FROM AUTHOR]

This study explores lower secondary school teachers' arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students' text (n = 182)was analysed.In the subsequent phase, an open-ended questionnaire with teachers (n = 54) was conducted and analysed. The study revealed that the teachers perceive that the 26-PGS provides precision. Teachers highlight the significance of using the 26-PGS as an alternative assessment method, aiming to foster students' growth, and as a message to motivate for learning. In addition, gender disparities in teachers' provision of grades and arguments of using a 26-PGS as part of their assessment practice were found. The study contributes to the existing literature by shedding light on teachers' assessment practice and gender differences regarding the use of grading scales and discuss its potential challenges in educational contexts. [ABSTRACT FROM AUTHOR]

We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents? We defined an inconsistent response as strongly agreeing or disagreeing with both positively and negatively worded items of the same scale. Since we assumed that inconsistent responding occurs due to a lack of carefulness, reading, or cognitive skills, we expected to find that inconsistent responding was associated with lower achievement, younger age, being a nonnative speaker, and being a boy. We used data from all 38 countries that participated in the fourth- and eighth-grade assessments of TIMSS (Trends in International Mathematics and Science Study) 2019. Using the mean absolute difference method, we identified shares of 1‒21% inconsistent respondents across samples. The results generally supported our hypotheses, especially the hypothesis that inconsistent responding is more common among students and countries with lower mathematics achievement levels. [ABSTRACT FROM AUTHOR]

In England, some secondary-level qualifications comprise non-exam assessments which need to undergo moderation before grading. Currently, moderation is conducted at centre (school) level. This raises challenges for maintaining the standard across centres. Recent technological advances enable novel moderation methods that are no longer bound by centre. This study used simulation to investigate the feasibility of using comparative judgement (CJ) for moderating non-exam assessments. Our study explored the effects of CJ design parameters on the CJ estimates of script quality and how to assign moderator marks after the CJ procedure. The findings showed that certain design parameters had substantial effects on reliability and suggested minimum values for CJ protocols. The method used for assigning moderator marks maintained the rank order of scripts within centres and calibrated the centres to a common standard. Using CJ for moderation could transform current assessment practices, taking advantage of technological developments and ensuring reliability and fairness. [ABSTRACT FROM AUTHOR]