Browse by author
Lookup NU author(s): Professor David Leat
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
The majority of assessment in secondary schools in England and Wales is summative both in nature and purpose but as a tool for learning, assessment must be a dynamic dialogue between teacher and pupil which influences future teaching and learning activities. Diagnostic assessment of pupils is constrained by the nature of the tasks in which they are asked to engage. This paper describes the use of 'mysteries' as an enjoyable assessment tool which provides evidence of pupils' cognitive processes through the observation and analysis of pupils' manipulation of data slips to solve the mystery. Stages in this process are identified and their resemblance to the structure of the observed learning outcome (SOLO) taxonomy is established. A diagnostic interpretation of the difficulties pupils may be observed to encounter is suggested and appropriate formative action is outlined. Finally, the collaborative nature of learning and the validity of mysteries as assessment tools are discussed.
Author(s): Leat D, Nichols A
Publication type: Article
Publication status: Published
Journal: Assessment in Education: Principles, Policy and Practice
ISSN (print): 0969-594X
ISSN (electronic): 1465-329X
Altmetrics provided by Altmetric