Abstract
The focus of this chapter is on Nauruan teachers’ views of how classroom assessment is understood in the context of their Pacific pedagogy. The discussion focuses upon how they use classroom assessment strategies, how they respond and learn from this, and how they believe students benefit from their practices. The Republic of Nauru offers a centralized education system where teacher-made tests are administered mid and end of year across year groups in the primary sector. This small case study incorporates teachers’ commentaries about how this assessment information is used to both inform their learning about their students and as part of their day-to-day planning and teaching.
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Smardon, D., Serow, P. (2018). Nauruan Perspectives of Assessment Learning Through Assessment Use. In: Jiang, H., Hill, M. (eds) Teacher Learning with Classroom Assessment. Springer, Singapore. https://doi.org/10.1007/978-981-10-9053-0_3
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