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Towards an agenda for professional development in assessment

O'Leary, Michael orcid logoORCID: 0000-0002-6771-904X (2008) Towards an agenda for professional development in assessment. Journal of Inservice Education, 34 (1). pp. 109-114. ISSN 1367-4587

Assessment as integral to good teaching and learning has come to be accepted as a core principle underlying curricula in many educational systems around the world. Indeed, the evidence that high quality assessment can make a big difference to pupil achievement, especially the low achievers, is mounting up (see, for example, Black & Wiliam, 1998) and provides a strong justification for those who promote assessment in schools. However, it seems that many teachers’ assessment skills (what we may call teachers’ assessment literacy) need to be improved. I will begin this paper by examining some of the international evidence for the last assertion and then proceed to outline an agenda for professional development in assessment that acknowledges the place of both classroom assessment and official assessment in supporting teaching and learning.
Item Type:Article (Published)
Uncontrolled Keywords:Ireland; primary school
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Policy & Practice
Publisher:Routledge (Taylor & Francis)
Official URL:http://dx.doi.org/10.1080/13674580701828252
Copyright Information:This is an electronic version of an article published in Journal of Inservice Education & is available online at: http://dx.doi.org/10.1080/13674580701828252
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:21574
Deposited On:22 Dec 2016 13:20 by Thomas Murtagh . Last Modified 02 Mar 2022 12:42

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