This anthology brings the ideas and recommendations of many of the world’s education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation.
Author: Douglas B. Reeves
Publisher: Solution Tree Press
This anthology brings the ideas and recommendations of many of the world’s education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation. From involving students in the assessment process to ensuring accuracy and applying assessments to English learners and students with special needs, you will find compelling insights and proven strategies.
This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges.
Author: Dany Laveault
This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
A key distinction of the book is its coverage of using technology to collect and analyze assessment data.
Author: Nancy W. Sindelar
Publisher: Corwin Press
The purpose of Power Teaching is to change teachers' attitudes toward testing by illustrating the power that meaningful assessment brings to the art and science of teaching. The book alsoÂ shares efficient and practical tools and strategies for using formative and summative assessment results to actually enhance teaching effectiveness and students' learning. Using testimonials from "power teachers," the text shows classroom teachers how they too can use assessment analyses to inform their teaching, provide motivational feedback to their students, and monitor their students' progress toward learning targets and standards. This handy reference argues that testing can be a power tool for helping teachers rather than an intrusion on academic freedom and valuable instructional time. A key distinction of the book is its coverage of using technology to collect and analyze assessment data.
Torrance. The power of assessment: appropriating children's responses for learning, or social control? Introduction In this chapter we move on to investigate
the ways in which the patterns of teacher—pupil interaction identified in Chapter
4 are ...
Publisher: McGraw-Hill Education (UK)
This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas.
This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels.
Author: Claire Wyatt-Smith
Publisher: Springer Science & Business Media
This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.
This text for assessment courses focuses on showing prospective teachers how to develop assessments that accurately reflect student achievement and how to use those assessments to benefit, not merely grade, student learning.
Author: Richard J. Stiggins
Publisher: Prentice Hall
This text for assessment courses focuses on showing prospective teachers how to develop assessments that accurately reflect student achievement and how to use those assessments to benefit, not merely grade, student learning. A variety of hands-on practice activities provide clear guidance on how to construct all types of assessment items and tests.
Reporting on the work of several of the most important school change networks and institutes, and incorporating the perspectives of education researchers, teacher educators, administrators, and teachers, this volume builds a powerful ...
Author: David Allen
Publisher: Teachers College Press
Featuring contributions from some of today’s leading educators, this resource provides a range of practical, replicable processes for collaboratively examining student work, including writing samples, visual work, portfolios, and exhibitions. This uniquely practical text presents vivid descriptions of teachers engaged in collaborative processes in actual school settings, from early elementary through high school. Reporting on the work of several of the most important school change networks and institutes, and incorporating the perspectives of education researchers, teacher educators, administrators, and teachers, this volume builds a powerful argument for refocusing professional development on the collaborative and reflective examination of authentic student work, rather than relying on representations of student learning such as test scores and grades.
They neatly divide it into bite-sized chapters, with each building neatly on the one before - [this book] is easily accessible to the reader." BJET This book explains and exemplifies formative assessment in practice.
Author: Kathy Hall
Publisher: McGraw-Hill Education (UK)
"Hall and Burke acknowledge that formative assessment is hard work. But they make clear that the benefits far outweigh the disadvantages... They neatly divide it into bite-sized chapters, with each building neatly on the one before - [this book] is easily accessible to the reader." BJET This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning. It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy. Themes addressed in the various chapters include feedback, the power and roles of learners and teachers in formative assessment; self and peer assessment; and sharing success criteria with learners. Individual chapters explore formative assessment in: literacy, numeracy, art, science,and history. In addition there are two chapters on formative assessment in the early years. Making Formative Assessment Work provides teachers, student teachers, teacher educators and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the improvement of pupil learning.
To that end, we need to use an array of assessment tools from a variety of perspectives." This book provides a wide range of teacher-developed kid watching and assessment forms to show different ways to reflect on children's work.
Author: Lois Bridges Bird
Publisher: Stenhouse Pub
Every learning event is an opportunity for assessment. Effective teaching begins with knowing your students, and assessment is a learning tool that enables you to know them. Indeed, the real power of continuous assessment is that it informs your teaching and helps you decide what to do next. Teacher and researcher Lois Bridges helps you understand your students' developmental needs and their interests and concerns. She writes, "As teachers, learners, and evaluators, we strive to document, as richly and thoughtfully as possible, our students' learning. To that end, we need to use an array of assessment tools from a variety of perspectives." This book provides a wide range of teacher-developed kid watching and assessment forms to show different ways to reflect on children's work. It offers developmental checklists, student and child interview suggestions, guidelines for using portfolios, rubrics, and self-evaluation profiles. Also included are Dialogues that invite reflection, Shop talks that offer lively reviews of the best and latest professional literature, and Teacher-To-Teacher Field Notes offering tips from practicing educators. Lois identifies five perspectives on assessment to think about when designing your own assessments: Monitoring: You'll want to keep track of your students' learning experiences through checklists, inventories, and class lists. Your students can also account for their learning day through journal entries, self-reflective narratives, and tracking sheets. Observing: Valuable information can be gained about each student just by observing and listening. What to record and techniques for recording the information are suggested. Interacting: You'll learn successful techniques to interact with your students, to listen and to ask questions that nudge them toward examination of their own thinking. Analyzing: The fourth assessment perspective centers on collecting and analyzing the artifacts of your students' learning. Reporting: You will get help in organizing the assessment data you collect to share with parents, administrators, and others beyond the classroom door. As you continuously evaluate and monitor your students' learning using a variety of assessment tools, you can design instruction and create curriculum that will stretch your students' knowledge and expand their learning worlds.
This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice.
Author: Shelleyann Scott
This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.
It is testimony to our societal belief in the power of these assessments that we
would permit all of these layers of testing to remain in place at the same time and
at astronomical costs . Without question , over the decades , policy makers and ...
Author: Stephen Chappuis
Publisher: Assessment Training Institute
Category: Educational evaluation
"Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study."--Publisher's website.
Assessment. A. boundary. object. linking. professional. education. and. work?
Anton. Havnes. The existence of schools ... particularly from socio-cultural, situatedlearning, and cultural-historical perspectives, questioning the power of
Author: Anton Havnes
This book focuses on dilemmas inherent in the practice of assessment in the contemporary context. New forms of assessment are being introduced in all sectors of education and training, and the culture of assessment is shifting. The authors in this volume discuss the practice of assessment, reporting empirical research on modes of assessment within a variety of educational contexts, while also addressing conceptual and theoretical aspects of assessment. Though most publications on assessment do not go beyond one sector or phase of education and only consider assessment in one national context, this volume is cross-sectoral and international in scope. This groundbreaking book illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place.
These teachers mine student thinking to determine their current schema and
design ways to connect new learning to ... experiences that would help teachers
see the power of assessment for learning (Stiggins, 2002) and redefine teaching
Author: Kathryn DiRanna
Publisher: Corwin Press
The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.
When we plan for learning it is important that we sequence activities to ensure
that all pupils can make progress. ... Assessment of an activity or for learning is
critical and has the power to make any activity outstanding rather than
Author: Jayne Bartlett
The main feature of an outstanding lesson is that all students make progress. Taking the structure of a lesson as the starting point, this book demonstrates how assessment for learning can be used to enhance and support all aspects of the learning process. Including chapters on embedding assessment during each phase of the lesson, using assessment data to inform planning, questioning techniques and feedback, the book will help you to use assessment effectively to produce outstanding results. Packed full of practical strategies, this book shows you how you can make assessment meaningful in the classroom, directly impacting your students and creating a more autonomous learning environment. It is written specifically with the class teacher in mind and draws on a range of different examples across many subjects to deliver ideas that can be translated with ease to everyday teaching practices. With a strong focus on including assessment practices in the planning process to achieve outstanding results, this book covers: assessment for learning and an overview of the learning cycle practical teaching strategies and effective techniques to use in the classroom marking, feedback and using data to drive learning embedding assessment for learning in your classroom, department and school An effective guide for outstanding teaching and learning, this book offers an innovative approach and is packed full of practical exercises that are easy to apply in the classroom, proving essential reading for newly qualified and experienced teachers alike.
Central to the whole process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do ...
Author: Shirley Clarke
Publisher: Hodder Murray
"Shirley Clarke's latest book, following her hugely popular Formative Assessment in Action (2005), puts formative assessment within the context of active learning - maximising pupil engagement, effective dialogue and reflective thinking - and is packed with practical advice and examples from early years to secondary, across all subjects. Central to the whole process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do it. Drawn from across the age range, and all subjects, they exemplify effective learning objectives, clear success criteria, talk partner techniques, effective questioning, quality discussion with pupils, and self- and peer evaluation of work. New themes include how to develop a growth mindset, so that pupils enjoy challenge rather than avoid it for fear of failure; how popular strategies such as thinking skills and building learning power complement formative assessment; advice on current national expectations for summative assessment; and planning with key skills. Shirley also explains how to set up your own action research learning team in an individual school, a cluster of schools or any other educational setting and how best to support classroom teachers in their journey through the culture and practice of formative assessment. Down to earth, practical and direct, this book gives busy teachers the essential 'how to' information they need, with clear principles and theory to underpin the wealth of practical advice and examples."--Publisher's website.