The articles for Issue 1 may be found here:

1. Embedding Assessment for learning - Success or Failure?  Juliet Nickels, Warwick University.
This article is a critical discussion of the lessons that can be drawn from attempts to embed assessment for learning across institutions and the wider educational system. There is an examination of the impact of Afl reforms globally, following the publication of Black and Wiliams' seminal document, and this is discussed in the context of institutional change, including an examination of perceptions of obstacles and resistance. The question of why AfL reforms may fail to be sustained or become successfully embedded in practice is considered generally and with reference to a particular case-study looking at teaching experiences in a UK primary school.To download the entire article click here

2. A critical reflection of ASEP, "assessment" of the Greek Educator Selection System. Panagiotis Kalogerakis, Institute of Education, London.
Teacher selection and licensing examinations have triggered an increasing debate among educators and policy makers regarding potential harms or benefits for prospective teachers. The present study refers to the Greek version of this type of assessment (ASEP), responsible for allocating teaching places in the extremely competitive field of philologists. This high stakes examination relies on a single measure of competency and consists of multiple choice and essay questions. Throughout this article, my intention is to analyse and evaluate ASEP's main function, as a mechanism designed to select a limited number from an enormous field of candidates. To serve this aim, this paper engages with the examination's essential elements: reliability, validity, fairness and impact. Finally, this study ends by presenting ways forward.To download the entire article click here

3. Life Cycles: Using Item Analysis to Develop a Test to Assess Knowledge and Understanding in Key Stage Two Science. Peter Bowstead, Durham University
Assessment is a crucial aspect of primary education, however there is great debate regarding how effective its applications are. The aim of this study was to combine aspects of summative and formative assessment to produce an assessment test for primary-aged children in a science, providing a level of children's ability in addition to identifying areas to support children in overcoming misconceptions. The test was created using item analysis on a selection of past-SATs questions assessing knowledge of 'Life Cycles', and results from 75 Years 5/6 children (mean age 10.28 years) were analysed using factor analysis to ensure the test was a true reflection of the Assessment Focuses (AF) outlined in the National Curriculum. Factors were established for four of the five AF with satisfactory reliability estimates (Cronbach's alpha .515 -.616). However, a factor was established representing the ability to decipher and understand graphs, tables and charts: a skill not directly outlined in the National Curriculum. This indicates that formative assessment may be vital in identifying weaknesses that are not explicitly addressed by formal teaching. Improvements to the test are discussed, in addition to the problems that may arise when testing a narrow sub-set of knowledge in a wider subject.To download the entire article click here

4. The validity of GCSE controlled assessment. Barbara Amponsah-Abedi, Institute of Education, London
In 2005, the Education and Skills White Paper raised some concerns over GCSE coursework and QCA was asked to conduct a thorough review. Its review highlighted positive strengths in coursework, but also the abuse of the internet; plagiarism; authentication of students work and the manageability of coursework for students and teachers needed strengthening. It was decided that controlled assessment replaced coursework. Controlled assessment applies different levels of control for the three processes: task setting, task taking and task marking. This paper evaluates the validity and reliability of GCSE controlled assessment using Crooks, Kane and Cohen's (1996) eight linked stages of validity chain model. The review highlighted that validity of controlled assessment can be enhanced or reduced depending on the level of control applied to the three processesTo download the entire article click here

5. A question of judgement:  Is there an optimum length for a Likert Scale? Research Student, Durham University.
Many aspects of questionnaire design rely upon received wisdom, with advice often offered apparently without reference to anything much beyond the intuition of the giver. Here the specific issue of rating-scale length is explored in the light of research into Miller's assertion of 'the magical number seven, plus or minus two' (1956). Primary research was carried out using two versions of a composite curiosity questionnaire with two sample groups of Year 7 pupils; one group completed a four-point rating-scale version, the other a seven-point version. Analysis of the resulting data was undertaken using both classical test theory and the Rasch rating-scale model; no statistical significance in mean scores or variance was found, but it did illuminate the way in which the longer scale was able more finely to differentiate the middle ground of responses, and apparently avoid forcing undecided respondents into acquiescence. Seven may indeed be the magical number.To download the entire article click here