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From the editor.
- Published in:
- Impact (2514-6955), 2024, n. 21, p. 1
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- Article
Transforming assessment principles and practices through collaboration: A case study from a primary school and university.
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- Impact (2514-6955), 2024, n. 21, p. 6
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- Article
Th e currency of assessment for learners with SEND: Perspectives and practice to reframe assessment.
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- Impact (2514-6955), 2024, n. 21, p. 9
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- Article
Rethinking assessment: How learner profi les can shift practice towards equitable and meaningful holistic assessment.
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- Impact (2514-6955), 2024, n. 21, p. 12
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- Article
Assessing progress in special schools: Reviews and recommendations.
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- Impact (2514-6955), 2024, n. 21, p. 16
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- Article
Classroom assessment in fl ux: Unpicking empirical evidence of assessment practices.
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- Impact (2514-6955), 2024, n. 21, p. 18
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- Article
Reframing post-lesson assessment and feedback: A case study.
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- Impact (2514-6955), 2024, n. 21, p. 22
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- Article
Revolutionising classroom feedback: A practical approach to Dylan Wiliam's vision.
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- Impact (2514-6955), 2024, n. 21, p. 25
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- Article
Embedding a new approach to marking and feedback: Opportunities, challenges and lessons learned.
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- Impact (2514-6955), 2024, n. 21, p. 29
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- Article
English and mathematics teachers' perceptions of how high-stakes GCSE examinations are shaping relationships with their learners in one secondary school in England.
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- Impact (2514-6955), 2024, n. 21, p. 35
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- Article
Feedback is not a gift.
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- Impact (2514-6955), 2024, n. 21, p. 37
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- Article
Measuring what matters: Redefi ning data's role in schools.
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- Impact (2514-6955), 2024, n. 21, p. 40
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- Article
Developing a joined-up, researchinformed approach to post-16 GCSE English and maths resits.
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- Impact (2514-6955), 2024, n. 21, p. 44
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- Article
Empowering early learners: Navigating the interplay of teaching practice and formative assessment for cultivating student agency in the primary classroom.
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- Impact (2514-6955), 2024, n. 21, p. 48
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- Article
AI and assessment: Rethinking assessment strategies and supporting students in appropriate use of AI.
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- Impact (2514-6955), 2024, n. 21, p. 52
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- Article
Beyond the grade: Cultivating lifelong learners through growth goal assessment in education.
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- Impact (2514-6955), 2024, n. 21, p. 55
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Moving towards the formative assessment of CPD.
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- Impact (2514-6955), 2024, n. 21, p. 59
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- Article
Fostering growth through video feedback and self-assessment: A project-based approach to the second-year ECT induction.
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- Impact (2514-6955), 2024, n. 21, p. 63
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- Article
Impact and possibilities for primary trainee teachers and schools.
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- Impact (2514-6955), 2024, n. 21, p. 66
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- Article
Dissecting the golden thread: How models can support participants regardless of the teacher development programme constraints.
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- Impact (2514-6955), 2024, n. 21, p. 69
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- Article