2.50
Hdl Handle:
http://hdl.handle.net/10547/594575
Title:
Assessing English: a trial collaborative standardised marking project
Authors:
Gibbons, Simon; Marshall, Bethan
Abstract:
Recent policy developments in England have, to some extent, relaxed the hold of external, high-stakes assessment on teachers of students in the early years of secondary education. In such a context, there is the opportunity for teachers to reassert the importance of teacher assessment as the most reliable means of judging a student’s abilities. A recent project jointly undertaken by the National Association for the Teaching of English (NATE) and the Centre for Evaluation and Monitoring (CEM) was one attempt to trial a model for the collaborative standardised assessment of students’ writing. This article puts this project in the context of previous assessment initiatives in English and suggests that, given recent policy developments, now may be precisely the time for the profession to seek to be proactive in setting the assessment agenda.
Affiliation:
King's College London
Citation:
Gibbons, S., Marshall, B. (2010) 'Assessing English: a trial collaborative standardised marking project' . English Teaching: Practice and Critique 9 (3) 26-39
Publisher:
University of Waikato
Journal:
English Teaching: Practice and Critique
Issue Date:
Dec-2010
URI:
http://hdl.handle.net/10547/594575
Additional Links:
http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2010v9n3art2.pdf
Type:
Article
Language:
en
ISSN:
1175-8708
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorGibbons, Simonen
dc.contributor.authorMarshall, Bethanen
dc.date.accessioned2016-01-22T12:26:02Zen
dc.date.available2016-01-22T12:26:02Zen
dc.date.issued2010-12en
dc.identifier.citationGibbons, S., Marshall, B. (2010) 'Assessing English: a trial collaborative standardised marking project' . English Teaching: Practice and Critique 9 (3) 26-39en
dc.identifier.issn1175-8708en
dc.identifier.urihttp://hdl.handle.net/10547/594575en
dc.description.abstractRecent policy developments in England have, to some extent, relaxed the hold of external, high-stakes assessment on teachers of students in the early years of secondary education. In such a context, there is the opportunity for teachers to reassert the importance of teacher assessment as the most reliable means of judging a student’s abilities. A recent project jointly undertaken by the National Association for the Teaching of English (NATE) and the Centre for Evaluation and Monitoring (CEM) was one attempt to trial a model for the collaborative standardised assessment of students’ writing. This article puts this project in the context of previous assessment initiatives in English and suggests that, given recent policy developments, now may be precisely the time for the profession to seek to be proactive in setting the assessment agenda.en
dc.language.isoenen
dc.publisherUniversity of Waikatoen
dc.relation.urlhttp://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2010v9n3art2.pdfen
dc.subjectassessment in Englishen
dc.subjecthistory of assessmenten
dc.subjectcollaborative markingen
dc.subjectmoderation of writingen
dc.subjectteacher developmenten
dc.subjectteacher professionalismen
dc.subjectEnglish language assessmenten
dc.subjectEnglish language teachingen
dc.titleAssessing English: a trial collaborative standardised marking projecten
dc.typeArticleen
dc.contributor.departmentKing's College Londonen
dc.identifier.journalEnglish Teaching: Practice and Critiqueen
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