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dc.contributor.authorBuckley, Jeffrey
dc.contributor.authorDoyle, Andrew
dc.contributor.authorHartell, Eva
dc.contributor.authorSeery, Niall
dc.identifier.citationBuckley, J., Doyle, A., Hartell, E., Seery, N. (2017). Adaptive comparative judgement: a mechanism to enrich and enhance assessment practices to support teaching and learning. In Lärarnas Forskärkonferens 201. Nacka Gymnasium, Stockholm, Swedenen_US
dc.identifier.otherConferences - Technology Education Research Groupen_US
dc.description.abstractOne of the most fundamental and challenging aspects of pedagogical practices is assessment of student learning. Assessment mechanisms are adopted in response to a variety of agendas, such as providing a summative ‘grade’ to facilitate student matriculation into further study, or to provide students with critical information regarding their own progress with the goal of guiding the next stages of their educational experience. Irrespective of the agenda driving assessment, it is paramount that the method of assessment is both reliable and valid. In addition to this, it is critical to acknowledge that assessment mechanisms are simply tools to support the assessor in making value-laden, professional decisions.en_US
dc.relation.ispartofLärarnas Forskärkonferens 2017.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland*
dc.subjectLearning assessmenten_US
dc.subjectComparative judgementen_US
dc.subjectTeaching and Learningen_US
dc.titleAdaptive comparative judgement: a mechanism to enrich and enhance assessment practices to support teaching and learning.en_US
dc.identifier.conferenceLärarnas Forskärkonferens 2017
dc.rights.accessOpen Accessen_US

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Attribution-NonCommercial-NoDerivs 3.0 Ireland
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland