Research Report

A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes

Details

Citation

Black P, Daugherty R, Ecclestone K, Gardner J, Harlen W, James M, Sebba JC & Stobart G (2004) A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes. EPPI-Centre, University of London. http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/assessment/assessment_protocol4.pdf

Abstract
First paragraph: The ALRSG was created as one of the first wave of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) Review Groups in 2000 and undertook its first review from February 2001 to January 2002. This was entitled 'A systematic review of the impact of summative assessment and testing on students' motivation for learning' and was published in the Research Evidence in Education Library (REEL) in 2002 (Harlen and Deakin Crick, 2002). The second review, conducted from February 2002 to January 2003, was concerned with the impact on students and teachers of the use of Information and Communication Technologies (ICT) for assessment of creative and critical thinking skills, and was published on REEL in 2003 (Harlen and Deakin Crick, 2003a).

StatusPublished
Publication date31/12/2004
URLhttp://hdl.handle.net/1893/19589
PublisherEPPI-Centre, University of London
Publisher URLhttp://eppi.ioe.ac.uk/…nt_protocol4.pdf

People (1)

People

Professor John Gardner
Professor John Gardner

Professor, Education