A comparative judgement approach to teacher assessment

We report one teacher’s response to a top-down shift from external examinations to internal teacher assessment for summative purposes in the Republic of Ireland. The teacher adopted a comparative judgement approach to the assessment of secondary students’ understanding of a chemistry experiment. The...

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Bibliographic Details
Main Authors: Suzanne McMahon, Ian Jones
Format: Default Article
Published: 2014
Online Access:https://hdl.handle.net/2134/18648
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