Annotated Bibliography About The Problem In Education ✓ Solved

Anotated Bibliography Is About The Problem In Education Which Is Exami

Anotated bibliography is about the problem in education which is examinations. 5 sources must be included. Each citation is followed by a brief (150–200 words), descriptive, and evaluative paragraph (the annotation). The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. At least 3 of your scholarly resources must be current empirical, peer-reviewed journal articles. All sources must be directly related to your Research Question. Be sure to select a variety of respected sources you can use in your paper (e.g., journal articles, books, e-books, scholarly websites, etc.).

Paper For Above Instructions

Annotated Bibliography on Examinations in Education

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

This seminal article explores the impact of formative assessment on educational outcomes. The authors, Black and Wiliam, analyze evidence from various studies indicating that formative assessments can notably enhance student learning and foster a deeper understanding of subjects. The article is a critical resource for understanding the role of assessment in education, particularly in relation to examinations. It establishes a foundation for analyzing the effectiveness of traditional examination methods compared to formative assessments. The relevance to the research question lies in its clear exposition on how different assessment forms can influence educational success. The empirical evidence provided supports the article's claims, making it a reliable source that holds significant value for further research.

2. Harlen, W. (2007). Criterion-referenced assessment and the problem of valid inferences. Assessment in Education: Principles, Policy & Practice, 14(2), 129-152.

Harlen’s article addresses the challenges of criterion-referenced assessments, particularly in relation to drawing valid inferences from examination results. This peer-reviewed source examines the implications of assessment practices on student learning and outcomes. With its rigorous methodology and analysis, the article is particularly relevant in understanding the limitations of examinations as a sole measure of educational achievement. The author discusses how misinterpretations of examination data can lead to unfair assessments of student abilities. As a recent empirical study, this source provides a critical lens through which to view the adequacy of examination systems, making it a valuable resource for further exploration of the topic in the research question.

3. Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20-27.

This article discusses peer assessment as an alternative to traditional examinations. Topping presents empirical evidence showing that peer assessment can enhance critical thinking and foster collaborative learning among students. The exploration of peer assessment techniques serves as a significant counterpoint to the conventional examination approach, reflecting on students’ perceptions of fairness and engagement. The study highlights the potential benefits of involving students in the assessment process, thus offering insights into possible solutions to the identified problem in education regarding examinations. This source is evaluated for its innovation in assessment practices and strengthens the discussion about the limitations of existing examination systems.

4. Broadfoot, P. (1996). Assessment, qualifications and the curriculum: The story of a social compromise. Assessment in Education: Principles, Policy & Practice, 3(1), 29-45.

In this historical analysis, Broadfoot explores the evolution of assessment and qualifications in education, highlighting how social compromises shape examination systems. This article provides a contextual foundation for understanding the longstanding issues related to examinations in education. Broadfoot's discussion dives into the consequences of standardized testing on curriculum decisions and student learning. The comprehensiveness of this source makes it crucial for examining the broader implications of examination systems within educational policies. Its relevance to the research question stems from the insights offered on how these sociocultural factors contribute to the problems associated with examinations.

5. Kvale, S. (2007). Doing interviews. London: Sage Publications.

Kvale's book offers a comprehensive approach to qualitative research methods, including interviews, which could serve as a useful tool for gathering data on perceptions toward examinations. While it is not strictly an article, it provides essential guidance on understanding participant responses and analyzing qualitative data. The relevance of this source to the research question emerges in the context of conducting interviews to explore students' and educators' views on examinations. The methodological insights offered could lead to more informed critiques of current practices in assessments and highlight the necessity for reforms in educational examination systems.

References

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
  • Harlen, W. (2007). Criterion-referenced assessment and the problem of valid inferences. Assessment in Education: Principles, Policy & Practice, 14(2), 129-152.
  • Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20-27.
  • Broadfoot, P. (1996). Assessment, qualifications and the curriculum: The story of a social compromise. Assessment in Education: Principles, Policy & Practice, 3(1), 29-45.
  • Kvale, S. (2007). Doing interviews. London: Sage Publications.

Related Assignments