ARG
Publications
 |
This pamphlet summarises the outcomes of the ASF project. It considers how to arrive at a comprehensive summative assessment system capable of providing information, based on sound evidence, about a wide range of pupil competences. Available research evidence leads to the conclusion that systems relying heavily on test results are found wanting in several respects, particularly in their ability to give a valid and reliable account of pupils' learning. It is argued that the negative consequences of summative assessment for learning and teaching can be minimised by more appropriate use of teachers' judgements. >Download The role of teachers in the assessment of learning (English) >Download The role of teachers in the assessment of learning (Welsh) >Download The role of teachers in the assessment of learning (Chinese) Hard copies available from: Andrew Copeland, CPA Office, Institute of Education, University of London, 20, Bedford Way, London WC1H 0AL . |
 |
Assessment and Learning, edited by John Gardner, is a major book written by members of ARG. It is published in London by Sage (2006) ISBN 1-4129-1051-X.
|
|
Throughout its years as the BERA Policy Task Group on Assessment (1989 - 1996) and its continuation as the ARG, the Group's pattern of working has included the development of papers related to assessment policy and practice which have been presented for discussion with peers at conferences before publication. The Group published two books in the BERA Dialogues series: Policy Issues in National Assessment (Multilingual Matters, 1992) and Enhancing Quality in Assessment (Paul Chapman, 1994). The collection of papers presented at a BERA symposium in 1995 was published as a special edition of The Curriculum Journal in August 1996. Papers by members of the Group, derived at least in part from their joint working, have been published in Assessment in Education and The Curriculum Journal and regular articles on the work have been published in Research Intelligence. |
 |
Findings from the review by Paul Black and Dylan Wiliam, commissioned by the Group after successfully approaching the Nuffield Foundation for funding, were published in a special edition of Assessment in Education (Volume 5, No 1, 1998). A summary of findings and implications for practice has been published as a pamphlet by King's College University of London under the title Inside the Black Box. After the publication of this review a programme of work with teacher led to the idenitfication by Black, Harrison, Lee, Marshall and Wiliam of advice for improving classroom assessment. This was published as Working inside the black box. Inside the Black Box and Working inside the Black Box are available from nferNelson. For all orders and enquiries, please call the customer advice line on 0845 602 1937 Monday to Friday 8.30 - 5.30, e-mail information@nfer-nelson.co.uk, or visit the nferNelson website.
|
 |
To reinforce the messages specifically for policy-makers, implicit in the Black and Wiliam review, ARG, with support from the Nuffield Foundation, published a further pamphlet Assessment for Learning: Beyond the Black Box (University of Cambridge School of Education, 1999). Assessment for Learning: Beyond the Black Box is available to download as a PDF file. Alternatively, it is available from the University of Cambridge School of Education, Shaftesbury Road, Cambridge, CB2 2BX, price £1.25 (plus 30p postage and packing and reduced rate for multiple copies). |
 |
Assessment for Learning: 10 Principles is a leaflet/poster summarising the essential features of assessment for learning in an accessible form. The Principles are based on research evidence and have been widely discussed with experts and practitioners in assessment during their development. Assessment for Learning: 10 Principles is available to download as a PDF file or HTML version. Alternatively, it is available by contacting: Ann Doyle, School of Curriculum, Pedagogy and Assessment, Institute of Education, 20 Bedford Way, London WC1H 0AL (Minimum orders of 20 copies, £10 including postage). >Download Assessment for Learning 10 Principles (English) >Download Assessment for Learning 10 Principles (English in Word) >Download Assessment for Learning 10 Principles (Welsh) >Download Assessment for Learning 10 Principles (Japanese)
|
|
The pamphlet Testing, Motivation and Learning is a summary of a systematic review of research on the impact of summative assessment and testing on pupils' motivation for learning and its implications for assessment policy and practice. The review was undertaken because of concern that some aspects of current assessment systems were negatively affecting pupils motivation for learning as well as impacting on the breadth of the curriculum and reducing the opportunities for assessment to be used to halp learning. The pamphlet brings together information about the overall impact, how this varies with pupil characateristics and with the conditions of testing. Implications are drawn for the action that can be taken to increase the positive and decrease the negative impact on pupil motivation by teachers, professional developers and school managers, and those responsible for national and local assessment policies. > Download Testing, Motivation and Learning
|
 |
This book, arising from the Assessment Systems for the Future (ASF) project, takes a critical look at how school students' achievements are assessed for a range of purposes. It consider the pros and cons of using tests and examinations and of alternatives based on the judgments of teachers. Drawing on research and examples of current practice in the UK and elsewhere, it sets out a case for making better use of teachers' judgments in assessment of learning and shows how assessment of learning (summative ) can be compatible with assessment for learning (formative assessment).
|
 |
The pamphlet Changing Assessment Practice: Process, Principles and Standards is a brief account of what was learned in the Analysis and Review of Innovations in Assessment (ARIA) project about how changes in assessment practice may be brought about most effectively. The changes in question focus on the role of teachers in formative and summative assessment in schools. The approach was to review recent initiatives and developments in assessment that shared this purpose in all four countries of the UK. Rather than reviewing each project the pamphlet presents a synthesis of lessons learned from study of the projects and from key experts who took part in a series of seminars and interviews. |
Other recent related publications by ARG members
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. Putting it into practice. Maidenhead: Open University Press.
Atkin, J.M., Black, P. and Coffey, J. (joint eds.) (2001) Classroom Assessment and the National Science Education Standards. National Academy Press ; Washington DC. pp. ix + 115 ISBN 0 -309 -06998 -X.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002). Working inside the black box: assessment for learning in the classroom. London, UK: nferNelson pp. i+25. ISBN 1 871984 39 4.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning - putting it into practice . Buckingham: Open University Press. ISBN 0-335-21297-2 (pbk.) and ISBN 0-335-21298-0 (hbk.)
Black, P. and Wiliam, D. (2003) 'In Praise of Educational Research': formative assessment. British Educational Research Journal. 29 (5), 623-37. ISSN 0141-1926
Black, P and Wiliam, D. (1998) Assessment and classroom learning . Assessment in Education, 5 (1) 7 – 74
Daugherty, R. (1995) National Curriculum Assessment: A review of policy 1987- 1994 . London: Falmer Press.
Daugherty, R. (2000) ‘National Curriculum Assessment Policies in Wales' in Daugherty, R., Phillips, R. & Rees, G. (eds.), Education policy-making in Wales. Cardiff: University of Wales Press.
Daugherty, R. (2003) ‘Education Policy and Education Research in Wales: Changing Relationships?', The Welsh Journal of Education 12 (2).
Daugherty, R. et.al. (2004) Learning Pathways through Statutory Assessment: KeyStages 2 and 3. Interim Report of the Daugherty Assessment Review Group. Cardiff: Welsh Assembly Government
Daugherty, R. (2007) ‘Mediating academic research: the Assessment Reform Group experience' Research Papers in Education 22 (2), 139-153.
Daugherty, R. (2007) ‘National Curriculum assessment in Wales : evidence-informed policy?' Welsh Journal of Education 14, 62-77.
Ecclestone, K. (2002) Learning Autonomy in Post-16 Education: the politics and practice of formative assessment (RoutledgeFalmer)
Ecclestone, K. (2004) Understanding Post-16 Assessment and Qualfications: principles, policy and practice (NIACE)
Ecclestone, K. and Pryor, J (2003) Learning Careers or Assessment Careers?: the impact of assessment systems on learning, British Educational Research Journal 29, 4, 471-489
Ecclestone, K. (2004) Learning in a comfort zone: cultural and social capital in outcome-based assessment regimes, Assessment in Education , 11 (1) 29 - 48
Gardner, J.(Ed) (2006) Assessment and Learning. London:Sage
Harlen, W. (Ed) (2008) Student Assessment and Testing (4 Volumes) London: Sage
Harlen, W. (2007) Assessment of Learning. London: Sage
Harlen, W. (2007) Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, 33 (1) 15-28
Harlen, W. (2006) Teaching, Learning and Assessing Science 5-12 4th revised editions. London: Paul Chapman Publishing
Harlen, W. (2005) Trusting teachers' judgements: research evidence of the reliability and validity of teachers' assess,emt ised for summative purposes. Research Papers in Education, 20 (3) 245 - 270
Harlen, W. (2003) Enhancing Inquiry through Formative Assessment. San Fransisco : The Exploratorium
Harlen, W. (2004) A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes (EPPI-Centre Review). In Research Evidence in Education Library. Issue 3. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available on the website at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/assessment/review_three.htm
Harlen, W. (2004) A systematic review of the the evidence of the impact on students, teachers and the curriculum of the process of using assessment by teachers for summative purposes (EPPI-Centre Review). In Research Evidence in Education Library. Issue 4. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available on the website at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/assessment/review_four.htm
Harlen, W. (2005) Teachers' summative practices and assessment for learning: tensions and synergies. The Curriculum Journal, 16 (2) 207 - 224
Harlen, W. (2006) Formative Classroom Assessment in Science and Mathematics. in (Ed) J. McMillan Formative Classroom Assesssment: Research, Theory and Practice. New York: Teachers College Press, in press
Harlen, W. and Deakin Crick, R. (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning ( EPPI-Centre Review) In: Research Evidence in Education Library, Issue 1 . London: EPPI-Centre, Social Science Research Unit, Institute of Education
Harlen, W. and Deakin Crick, R. (2003) A systematic review of the impact on students and teachers of the use of ICT for assessment of creative and critical thinking skills. ( EPPI-Centre Review) In: Research Evidence in Education Library, Issue 2 . London: EPPI-Centre, Social Science Research Unit, Institute of Education
Harlen, W. and Deakin Crick, R. (2003) Testing and Motivation for Learning Assessment in Education 10 (2)169 - 208
Harlen, W. (2005) Trusting teachers' judgments: research evidence of the realiability and validity of teachers' assessment used for summative purposes Research Papers in Education 20 (3) 245-270
Hayward L and Spencer E (2006 ) There is No Alternative to Trusting Teachers in Sainsbury, M., Harrison, C. & Watts A. Assessing Reading 222-240. NFER
Hutchinson C and Hayward L (2005) Assessment in Scotland : The Journey So Far , The Curriculum Journal, 16 (2), 225-248.
Hayward L, Simpson, M and Spencer E (2005) Assessment is for Learning: exploring programme success, Scottish Executive Education Department. available online at http//:www.ltscotland.org.uk/aifl (accessed 30/08/06 ).
Hayward , L. and Hedge, N. (2005). Travelling towards change in assessment. Assessment in Education, 12(1), 1-38.
Hayward , L., Priestly, M. & Young, M. (2004) Ruffling the calm of the ocean floor: merging research, policy and practice in Scotland , Oxford Review of Education, 30(3), 397–415.
Hayward , L., Hedge, N. & Bunney, L. (2002) Consultation on Review of Assessment within New National Qualifications. Available online at: www.scotland.gov.uk/library5/education/cnnqa- 00.asp (accessed 30/08/06 ).
Hayward, L., Kane, J. & Cogan, N. (2000) Improving assessment in Scotland ( Glasgow , University of Glasgow , Faculty of Education)
James, M. (2005) insights on teacher learning from the Teaching and learning reserach Programme, Research Papers in Education, 20 (2): 105-108
James, M. (2000) ‘Measured lives: the rise of assessment as the engine of change in English schools', The Curriculum Journal, 11 (3), Autumn: 343-364.
James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M-J.,Fox, A., MacBeath, J.,, Marshall, B., Pedder, D., Procter, R., Swaffield, S., Swann, J. & Wiliam, D., (2007) Imporving Learning How to Learn: classrooms, schools and networks. London, Routledge.
James, M. & Pollard, A. (Eds) (2006, in press) Improving Teaching and Learning in Schools: a commentary by the Teaching and Learning Research Programme, ( Swindon , ESRC).
James, M, Black, P., McCormick, R. & Wiliam, D. (2006, in press) ‘INTRODUCTION: The Learning How to Learn project: aims, design and analysis' Research Papers in Education 21 (2).
Black, P., McCormick, R., James, M. & Pedder, D. (2006) ‘Assessment for learning and learning how to learn: a theoretical inquiry', Research Papers in Education 21 (2)
James, M. and Brown, S. (2005) ‘Grasping the TLRP nettle: a preliminary analysis and some enduring issues surrounding the improvement of learning outcomes', The Curriculum Journal, 16 (1) pp. 7-30, ISSN 0958 – 5176 (print), ISSN 1469 – 3704 (online).
James, M., Pollard, A., Rees, G. & Taylor, C. (2005) ‘Researching Learning Outcomes: building confidence in our conclusions ', The Curriculum Journal, 16 (1) pp. 109 – 122, ISSN 0958 – 5176 (print), ISSN 1469 – 3704 (online).
Pedder, D., James, M. & MacBeath, J. (2005) ‘How teachers value and practise professional learning', Research Papers in Education, 20 (3), pp. 209-243.
James, M. (1998 ) Using Assessment for School Improvement , Oxford: Heinemann, 266pp.
Arnot, M., Gray, J., James, M. and Rudduck, J., with G. Duveen, (1998) Recent Research on Gender and Educational Performance , (OFSTED Reviews of Research series) London: The Stationery Office, 105pp.
James, M. and Gipps, C. (1998) ‘Broadening the basis of assessment to prevent the narrowing of learning', The Curriculum Journal, 9 (3) Autumn pp. 285-97.
Newton, P.E. (2003). The defensibility of national curriculum assessment in England. Research Papers in Education , 18(2), 101-127.
Newton, P.E. (2003). Evidence-based policy making. Research Papers in Education , 18(2), 137-40.
Newton, P.E. (2005). Examination standards and the limits of linking. Assessment in Education , 12(2), 105-123.
Newton, P.E. (2005). Threats to the professional understanding of assessment error. Journal of Education Policy , 20(4), 457-483.
Newton, P.E. (2005). The public understanding of measurement inaccuracy. British Educational Research Journal , 31(4), 419-442.
Newton, P.E. (in submission). Clarifying the purposes of educational assessment. Assessment in Education.
Sebba, J. (2000) A strategic approach to research and development: The
Department for Education and Employment. In: Davies, H., Nutley, S. & Smith, P. (eds.) What works?: Evidence-based policy and practice in public services Bristol: The Policy Press
Sebba, J. (2003) A government strategy for research and development in education. In: Anderson, L. & Bennett, N. (eds.) Evidence-informed policy and practice in educational leadership and management: applications and controversies. London: Paul Chapman.
Sebba, J. (2004) Developing evidence-informed policy and practice in education. In: G. Thomas & R. Pring (eds.) Evidence Based Practice in Education Buckingham: Open University Press.
Stobart, G. Testing Times: the uses and abuses of assessment. London: Routledge
Stobart, G. (2005) Fairness in multicultural assessment systems, Assessment in Education, 12, 3, pp. 275-287.
Stobart, G. & Stoll, L. (2005) The Key Stage 3 Strategy: What kind of reform is this? Cambridge Journal of Education , 35, 2.
Stoll, L. & Stobart, G. (2005) Informed Consent? Issues in Implementing and Sustaining Government-driven Education Change in N.Bascia, A. Cumming, A. Datnow, K. Leithwood and D. Livingstone (Eds) Handbook of Educational Policy, Dordrecht , Kluwer.
Gipps, C. & Stobart, G (2003) Alternative Assessment in: T. Kellaghan & D . Stufflebeam (Eds) International Handbook of Educational Assessment, Dordrecht : Kluwer Academic Publishers .
Stobart, G. (2001) The Validity of National Curriculum Assessment, British Journal of Educational Studies, 49, 1, pp . 26-39.
© ARG 2008