Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19588
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBevan, Robin Men_UK
dc.contributor.authorDaugherty, Richarden_UK
dc.contributor.authorDudley, Peteen_UK
dc.contributor.authorGardner, Johnen_UK
dc.contributor.authorHarlen, Wynneen_UK
dc.contributor.authorStobart, Gordonen_UK
dc.date.accessioned2018-02-18T02:31:51Z-
dc.date.available2018-02-18T02:31:51Z-
dc.date.issued2004-03en_UK
dc.identifier.urihttp://hdl.handle.net/1893/19588-
dc.description.abstractFirst paragraph: The reason for proposing this review resulted from the work of the Assessment Reform Group (ARG) over several years and the more recent reviews conducted by the Assessment and Learning Research Synthesis Group (ALRSG), whose members include all the members of ARG. The review of classroom assessment initiated by ARG, and carried out by Black and Wiliam (1998), indicated that assessment used for formative purposes benefits teaching and learning, and raises standards of student performance. However, the ALRSG review, A systematic review of the impact of summative assessment and tests on students' motivation for learning, showed that high stakes tests can have a negative impact on students' motivation for learning and on the curriculum and pedagogy. But, summative assessment is necessary and serves important purposes in providing information to summarise students' achievement and progress for their teachers, parents, the students themselves and others who need this information. To serve these purposes effectively, summative assessment should interfere as little as possible with teaching methods and the curriculum and, importantly, should reflect the full range of learning outcomes, particularly those needed for continued learning and for learning how to learn.en_UK
dc.language.isoenen_UK
dc.publisherEPPI-Centre, University of Londonen_UK
dc.relationBevan RM, Daugherty R, Dudley P, Gardner J, Harlen W & Stobart G (2004) A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes. EPPI-Centre, University of London. https://eppi.ioe.ac.uk/eppi/Evidence/EPPI_reviews/Assessment/Review3/ass_rv3.pdfen_UK
dc.rightsAuthors of the systematic reviews on the EPPI-Centre Website (http://eppi.ioe.ac.uk/) hold the copyright for the text of their reviews. The EPPICentre owns the copyright for all material on the Website it has developed, including the contents of the databases, manuals, and keywording and data extraction systems. The Centre and authors give permission for users of the site to display and print the contents of the site for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this Website without express written permission.en_UK
dc.titleA Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposesen_UK
dc.typeResearch Reporten_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttps://eppi.ioe.ac.uk/eppi/Evidence/EPPI_reviews/Assessment/Review3/ass_rv3.pdfen_UK
dc.author.emailjohn.gardner@stir.ac.uken_UK
dc.contributor.affiliationKing Edward VI Grammar Schoolen_UK
dc.contributor.affiliationAberystwyth Universityen_UK
dc.contributor.affiliationNational College of School Leadershipen_UK
dc.contributor.affiliationFaculty of Social Sciencesen_UK
dc.contributor.affiliationUniversity of Bristolen_UK
dc.contributor.affiliationUniversity of Londonen_UK
dc.identifier.wtid640525en_UK
dc.contributor.orcid0000-0002-3844-7305en_UK
dcterms.dateAccepted2004-03-31en_UK
dc.date.filedepositdate2014-03-24en_UK
rioxxterms.typeTechnical Reporten_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorBevan, Robin M|en_UK
local.rioxx.authorDaugherty, Richard|en_UK
local.rioxx.authorDudley, Pete|en_UK
local.rioxx.authorGardner, John|0000-0002-3844-7305en_UK
local.rioxx.authorHarlen, Wynne|en_UK
local.rioxx.authorStobart, Gordon|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2014-03-24en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2014-03-24|en_UK
local.rioxx.filenamesytematic review EPPI 2004.pdfen_UK
local.rioxx.filecount1en_UK
Appears in Collections:Faculty of Social Sciences Research Reports

Files in This Item:
File Description SizeFormat 
sytematic review EPPI 2004.pdfFulltext - Published Version1.07 MBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.