22 SES 14 B, Making Formative Assessment and Feedback Processes and Practices Explicit
Large-scale assessment programmes promise much, but deliver little, in terms of feedback to the classroom teacher or student. While producing an omnibus of reports, there is little of use to help improve student learning or that provides insights into issues relevant to the classroom teacher. This paper sets out one possible, feasible, approach that uses the analysis used by such assessment programmes to provide classroom-level feedback about student performance. If organized respectively and manually, this is a laborious task, but if undertaken as part of the routine reporting of assessment results, the process becomes a mere trifle. A key element of this approach is Item Response Theory analyses, used in programmes such as PISA and TIMSS,that allows linking student performance to individual item responses. This can provide a basis for feedback at the classroom level. Providing feedback using the agency of these links in an interactive format allows teachers and researchers to explore student responses from a variety of perspectives. A sample report, using TIMSS data, will be displayed to provide sufficent evidence of the efficacy of such a reporting format.
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