Date of Submission

3-2016

Abstract

The impetus for this study was a concern for the way in which teachers understand learning, how they judge learning, and their use of learning data to improve student learning and teacher practice. This concern stems from anecdotal evidence that suggests that judgement of student learning is understood by many teachers to be assessment of specific learning content, and the use of data viewed as evidence to indicate student performance against curriculum standards...

School/Institute

School of Education

Document Type

Thesis

Access Rights

Open Access

Extent

298 pages

Degree Name

Doctor of Philosophy (PhD)

Faculty

Faculty of Education and Arts

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