|Appears in Collections:||Faculty of Social Sciences Research Reports|
|Title:||A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes|
|Author(s):||Bevan, Robin M|
|Citation:||Bevan 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.|
|Publisher:||EPPI-Centre, University of London|
|Abstract:||First 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.|
|Rights:||Authors 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.|
|Affiliation:||King Edward VI Grammar School|
National College of School Leadership
Faculty of Social Sciences
University of Bristol
University of London
|sytematic review EPPI 2004.pdf||1.07 MB||Adobe PDF||View/Open|
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