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Appears in Collections:Faculty of Social Sciences Research Reports
Title: 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
Author(s): Black, Paul
Daugherty, Richard
Ecclestone, Kathryn
Gardner, John
Harlen, Wynne
James, Mary
Sebba, Judy C
Stobart, Gordon
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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.
Issue Date: 2004
Publisher: EPPI-Centre, University of London
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).
Type: Research Report
Rights: Authors of the systematic reviews on the EPPI-Centre website ( 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 this report to display and print the contents for their own noncommercial 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 report without express written permission.
Affiliation: King's College London
Aberystwyth University
University of Exeter
Faculty of Social Sciences
University of Bristol
University of Cambridge
University of Sussex
University of London

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