Abstract

Assessing Pupils’ Progress (APP) arose from a government drive to increase the
amount of teacher-based assessment within school and to make this consistent across
schools. We conducted semi-structured interviews with head teachers to gain insight
into how their schools applied APP and we compared the APP levels for English and
Maths, provided by teachers across 11 schools for 72 pupils, to a standardised
assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong
correlation between the APP and WIAT for literacy but not for numeracy. Head teacher
interviews revealed that APP is used differently across schools and at times is used in a
way inconsistent with government guidance, which raises the question of how teacher
assessments are used and their purpose. Questions that should be considered are; how
is moderation used in schools, what is the function(s) of teacher assessments and what
is good practice in relation to these assessments? Clarity about the function of
assessments is of vital importance as is ensuring that assessments are meaningful to
teachers, pupils, families and schools, especially in light of the weight that can be
placed on teacher assessments for all these groups.

References

http://www.tandfonline.com/doi/ref/10.1080/0969594X.2014.936358?scroll=top

Mobile Learning Apps in

Instruction and Students
Achievement.
 Source: International Journal of Interactive Mobile Technologies . 2017, Vol. 11 Issue 1, p143-147. 5p. 2 Charts.
 Author(s): Kattayat, Sandhya; Josey, Smitha; J. V., Asha
 Abstract:Mobile learning technique is increasingly popular and is acting as a good instructional medium , How mobile learning
apps enhances students achievement is investigated in this study. The students were divided in to two group and experimented.
The result indicated that the students achievement is higher in the group who made use of mobile apps.
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https://scholar.google.com.ph/scholar?start=10&q=apps+for+achievement+test&hl=en&as_sdt=0,5&as
_ylo=2016

site

http://jallr.com/~jallrir/index.php/JALLR/article/view/481