Santa Monica, CA: RAND. Harrison, C. (2015). Assessment for learning in
science classrooms. Journal of Research in STEM Education, 1(2), 78–86. Hattie,
J., & Timperley, H. (2007). The power of feedback. Review of Educational
Author: Margaret Heritage
Publisher: Corwin Press
Enrich, grow, and sustain AfL in your classroom. Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspectives, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
The Power of Assessment to Transform Teaching and Learning Douglas B.
Reeves. Chapter. 3. Rick. Stiggins. Years ago during my graduate studies in educational measurement, I learned that my job was to assure the dependability (
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.
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.
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 and ... situatedlearning, and cultural-
historical perspectives, questioning the power of formal education to prepare for
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.
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.
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.
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.
In this chapter we will explain how useful it is to avoid an over-focus on
summative assessment, which can be detrimental to learning. This chapter
covers: • the power and pervasiveness of summative assessment; • impacts on
Author: Liz McDowell
"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning. This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. The authors present practical, often small-scale and eminently 'do-able' ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of: collaboration and dialogue authentic assessment formative assessment peer and self assessment student development for the long term innovative approaches to effective feedback . It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies. Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners.
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.
Heron (1981) and others have highlighted the assessment process as the most
political of all the processes of education and one whereby issues of power are
particularly significant. In earlier chapters in this volume David Boud and Phil
Author: Knight, Peter
Combining a range of case studies with theoretical research, this volume analyzes current developments and best practice. The contributors discuss innovative approaches in assessment, peer assessment, the NCVQ model, the positive side of assessment, staff training for assessment, and much more.
questioning. “Dialogic teaching harnesses the power of talk to stimulate and
extend students' thinking.” Robin Alexander Central to AfL are classroom
discussions to increase the amount of thinking and reflection amongst pupils.
Dialogic talk ...
Author: David Spendlove
Publisher: Bloomsbury Publishing
100 Ideas: QUICK - EASY - INSPIRED - OUTSTANDING The use of assessment for learning (AfL) to provide valuable and continuous formative feedback continues to be a vital skill for every classroom teacher. This brand new book will help secondary teachers to develop a broader understanding of the impact that effective AfL can have in the classroom and the key reasons for using it to improve teaching and learning. It also provides easy to implement strategies and tops to help you plan and evaluate your provision. By using the AfL techniques in this book you will sharpen your teaching, increase pupil autonomy and ensure rapid and sustained progress is taking place for every pupil. Key topics covered are questioning and dialogue, written and verbal feedback, as well as improving behaviour using AfL strategies and explaining its importance to parents. Each idea includes step-by-step instructions to help you implement the techniques i the classroom as well as practical tips and taking it further ideas. This book is a must-have for every secondary teacher looking to improve their AfL provision and transform their pupils into outstanding learners.
The case study developed in this chapter is based mainly on the premise that self
-assessment will offer useful ... In particular, it is essential to consider the rights of
teachers and others in roles of educational power, to demand or expect the ...
Author: Ruth Dann
Publisher: Psychology Press
Promoting Assessment as Learning sets out to re-examine the relationship between assessment and learning in the classroom. It argues that assessment is an important part of pupil learning, and needs to be understood by pupils in order to help them make judgements about their own progress. This timely book explores the theories of learning and assessment within the context of national tests and also through the theme of self-assessment. It offers practical approaches to help teachers translate national policy into meaningful classroom practice, and suggests ways to help pupils develop their own assessment skills through a process of consolidation, reflection and revision. This book will appeal to new and practising primary school teachers and headteachers and those on in-service courses. It will also be of interest to students on initial teacher training and higher degree courses.
The power anduse of observation and scrutiny of learners' performance in the
curriculum are highly significant aspects of assessment. They throw light on learning in different contexts and can identify consistent behaviours compared
Author: Sylvia Phillips
This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. Linking theory, research and practice, practitioners will gain critical knowledge of procedures to analyse, interpret and use in appropriate assessments which will facilitate setting targets for teaching. The book covers: - how to use both informal and formal assessment procedures - frameworks for evaluating published and teacher-made assessments - the professional development needs of any teacher involved in assessment Ideal for those training to be specialist teachers of learners with dyslexia, this text is equally useful to all teachers and SENCOS (Special Educational Needs Co-ordinators) and complements the authors' book Teaching Literacy to Learners with Dyslexia to provide comprehensive guidance for assessing and teaching learners with dyslexic-type difficulties. Sylvia Phillips is an experienced Special Educational Needs educator, and currently leads Glyndwr University's specialist course for teachers of learners with dyslexia. Kath Kelly is Programme Leader for the Masters in Specific Learning Difficulties, Manchester Metropolitan University. Liz Symes is Senior Lecturer in SEN (Special Educational Needs) and Professional Studies, Manchester Metropolitan University.
Any attempt to turn ideas into practice will be a learning experience, but also a
risky one. Indeed ... of these two – that is, the power of the ideas to bring out the
professionalism and talents of teachers–was clearly a further catalyst for success.
Publisher: McGraw-Hill Education (UK)
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.
We can recognize the power that assessment has either to support, or to hinder, teaching and learning – for it exerts a profound influence on what is taught, what
is learned and on who succeeds in education. It is important to acknowledge the
Author: Graham Butt
Publisher: Bloomsbury Publishing
Teachers often spend a considerable amount of their time monitoring and assessing their pupils' performance. But what are we assessing for, and can assessment practices be changed to make them more useful to teachers and learners? Assessment activities in schools are frequently criticised by government inspectors - often being reported as the least successful aspect of schools' work. Drawing on established research, Making Assessment Matter focuses on the purpose of assessment, and suggests strategies for managing assessment in a more effective way. The author considers the role of assessment in promoting learning, rather than simply measuring it, provides tips on setting and attaining assessment targets, and brings together considerations of 'high stakes' assessment at the national level with day-to-day assessment practice in the classroom. This timely and informative book will be essential reading for anyone involved with, or interested in, the role of assessment within schools, including teachers, trainee teachers and managers.
There is a clear and strong link between assessment and teaching to the point
that monitoring student learning is a core proposition ... It is because the educational community has lost sight of the power of assessment and has
focused on the ...
Author: Matthew K. Burns
Publisher: Guilford Publications
"In Curriculum-based Assessment for Instructional Design, Burns and Parker described a number of "authentic" (research-based) strategies and tools for assessing the student's prior knowledge, existing skill-level, and preferred mode of learning in order to maximize the instructional process. Indeed, in this book, Burns and Parker have developed a natural and practical extension of a conceptual format that was originally called, simply, curriculum-based assessment. The book provides much-needed clarification of the several terms that have been used over the past three decades, and it provides hands-on application of the instructional principles involved"--