The Assessment and Learning Research Synthesis Group was set up to review
research relating to the practice, processes and outcomes of assessment
in schools. The establishment of the group followed from the ARG's concern
to ensure that assessment policy is informed by research and, as one of
its activities, to promote the review of relevant research. A small grant
from the Nuffield Foundation enabled the Group to commission Paul Black
and Dylan Wiliam to undertake a review of research on classroom assessment
This resulted in the publication of Inside the Black Box (a summary of
the main findings of the review, which was published in full as a special
edition of Assessment in Education (Volume 5, No 1 7 - 75 1998)
The ARG successfully applied to the Nuffield Foundation for a small
grant to undertake a further review of research focusing on the impact
of summative assessment and particularly testing on students’ motivation
for learning. At the same time the group successfully applied to the newly established
DfEE (now DfES) funded Evidence
for Policy and Practice (EPPI) Centre to register as an EPPI
Centre Collaborative Review Group. The completion of the review on motivation led to the publication of Testing and Motivation for Learning (Harlen and Deakin Crick) in Assessment in Education (Volume 10, no 2, 169 - 208, 2003) and the ARG booklet, Testing, Motivation and Learning.
Three further reviews have been completed and published on the EPPI-Centre website (see below). A fifth review is in progress in 2005/6, focusing on research evidence of the impact of pupil self- and peer-assessment.
The membership of ALRSG includes members
the ARG, practitioners from schools, members of the AAIA (Association for Achievement and Improvement through Assessment) and six international experts on assessment
policy.
The following reviews have been completed at
the Graduate School of Education at the University of Bristol:
In 2005/6 the administration of the ALRSG is being shared between Sussex University and Bristol University, with Judy Sebba, Ruth Deakin Crick as co-conveners of the group and Wynne Harlen as consultant.
Membership of the ALRSG
Professor Paul Black, King’s College, University of London
Professor Richard Daugherty, University of Wales, Aberystwyth
Ruth Deakin Crick, University of Bristol
Dr Kathryn Ecclestone, University of Nottingham
Professor John Gardner, Queen’s University, Belfast
Professor Wynne Harlen, University of Bristol
Professor Mary James, Institute of Education, University of London
Professor Judy Sebba, University of Sussex
Dr Gordon Stobart, Institute of Education, University of London
Practitioners:
Mr P Dudley, Special Projects Director, Classroom Learning, National College
of School Leadership and member of AAIA
Mr R Bevan, Deputy Head Teacher, King Edward VI Grammar School, Chelmsford
Ms P Rayner, Head Teacher, Link Inspector of Primary Education, Nottinghamshire
The ALRSG is advised by the following international experts:
Dr Steven Bakker, ETS International, The Netherlands
Dr Dennis Bartels, Director, Exploratorium, San Francisco, California, USA
Professor Lorrie Shepard, President, AERA, 1999-2000, University of Colorado
Professor Eva Baker, co-director of CRESST, University of California,
USA
Dr T. Crooks, Director, EARM, University of Otago, Dunedin, New Zealand
Professor Dylan Wiliam, Head of Formative Assessment, ETS, USA