Earle, S and Davies, D (2014) 'Assessment without levels.' Education in Science, 258. pp. 30-31. ISSN 0013-1377

Abstract

Assessment is primarily a matter of judgement rather than measurement, yet for too long we have been pretending that we can measure pupils’ attainment and progress in increasingly fine detail. This is a consideration of assessment in Science in England after the removal of levels.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Institute for Education
Date Deposited:	23 Mar 2015 21:28
Last Modified:	28 Sep 2017 08:39

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