Dáil Éireann Debate, Wednesday - 3 December 2014
104. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide references for any research she or her Department has drawn from to demonstrate the benefits of having teachers assess their own students' project work instead of external assessors as part of the proposed junior certificate reforms; and if she will make a statement on the matter. [46417/14]
View answerThe benefits of having teachers assess their own students work, was based on a range of research findings including, for example:
- Black and Wiliam, (1998). Inside the Black Box, Raising Standards Through Classroom Assessment. London: School of Education, King's College.
- Crooks, T (1988). The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, 58 (4), pp. 438- 481.
- Easley and Zwoyer, (1975). In Crooks, T (1988). "The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, 58 (4), p 469.
- Gipps, C (1994). Beyond Testing: Towards a Theory of Educational Assessment. London. The Falmer Press.
- Green, J (1998). Constructing the Way Forward. Keynote address:"Innovations for effective schools". OECD Conference, Christchurch.
- Harlen, W (1998). Classroom Assessment: A Dimension of Purposes and Procedures. Paper presented at the Annual Conference of the NZARE, Dunedin, December.
- Hattie, J (1999). Influences on Student Learning. Inaugural Lecture.Professor of Education, University of Auckland, August 2002.
Keyconet.eun.org research findings
- Sadler, R (1989). "Formative Assessment in the Design of Instructional Systems," Instructional Science, 18, pp. 119-144.
- Sutton, R (2000). Year 8 and Year 9 Overcoming the Muddle in the Middle.
- Tunstall, P and Gipps, C (1996). "Teacher Feedback to Young Children in Formative Assessment: A Typology," British Educational Research Journal, 22 (4).
- Wiggins, G (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
Some further references to some of the most important texts on classroom and school-based assessment. Note in particular the OECD's Synergies for Better Learning which is an extensive and authoritative source of many of the key ideas underscoring the junior cycle and other developments. Some relevant quotes from Synergies for Better Learning are also set out as follows:
References
- Assessment Reform Group (2008) Changing assessment Practice-Process, Principles and Practice. ARG
- Black, P. and Wiliam D, (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London School of Education, King's College.
- Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam D. (2002) Working inside the Black Box: Assessment for Learning in the Classroom. London School of Education, King's College.
- Black, P. Harrison, C., Hodgen. J., Marsall, M. and Serret, N. (2011) Can teachers' summative judgements produce dependable results and also enhance classroom learning? Assessment in Education (18)
- Fullan, M (1993) The Complexity of the change Process. In Change forces: Probing the depth of educational reform. Falmer Press.
- Harlen W. (2012) On the Relationship between Assessment for Formative and Summative purposes in Assessment for Learning edited by Gardner J. Sage Press
- Hattie, J. and Timperley, H. (2007) The Power of Feedback. rer.sagepub.com
- Hattie, J (2011) Visible Learning for Teachers: Maximising Impact on Learning. Routledge
- Hayward L., Priestley M., and Young M. (2004) Ruffling the calm of the ocean floor.
Taylor and Francis From OECD (2013) Synergies for Better Learning OECD.
