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E-grāmata: Assessment to Support Learning and Teaching: Problems and Solutions

(UNSW, Australia)
  • Formāts: 240 pages
  • Izdošanas datums: 01-Apr-2024
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781003861997
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Assessment to Support Learning and Teaching: Problems and SolutionsPalielināt
  • Formāts: 240 pages
  • Izdošanas datums: 01-Apr-2024
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781003861997
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This book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.

Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching. It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia. The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education.

Providing critical insights and practical guidance, this book is an essential reference for teachers, school leaders and postgraduate students of education.



This book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.

Recenzijas

"A powerful overview of the key messages about Assessment to support learning and teaching. Alonzo captures the fundamental purposes - to inform the next steps for teachers and students, with a focus on the interpretations and not stopping with the numbers. The best one-stop-book on the market."

John Hattie, Laureate Professor Emeritus, The University of Melbourne, Australia

"This book on assessment to support learning and teaching is a unique and powerful contribution to assessment research, policy, and practice internationally - outlining the key steps towards system-wide and context-sensitive assessment reform through a range of case studies illustrating the key problems and pitfalls and proposed solutions. A valuable contribution for teachers, researchers and policy-makers everywhere."

Chris Davison, Emeritus Professor, The University of New South Wales, Australia

"This book is a digest version of theories and research on educational assessment for learning and teaching. It answers major questions stakeholders ask and proposes solutions to problems related to the conceptualisation, implementation, and evaluation of assessment. Classroom teachers, school leaders, and policymakers will find the book a treasure-trove full of timely resources in guiding their decision-making at all levels."

Peter Yongqi Gu, Associate Professor, Victoria University of Wellington, New Zealand

1. Overview of Assessment and Teacher Assessment Literacy
2. The
Historical and Conceptual Development of Assessment
3. Isnt Assessment to
Support Learning Just Good Teaching?
4. Are Formative and Summative
Assessments Different?
5. Beyond One-Size Fits All?
6. When Do We Engage
Students in Assessment?
7. Are Teacher Assessment Practices Reliable and
Valid?
8. Are Teachers and Students the only Key Players in Assessment?
9.
How Do We Decide if Students Are Improving?
10. How Do We Know When Teachers
Are Doing It Right?
11. How Do We Know When Schools are Doing it Right?
12.
The Key Elements of Implementing Effective Assessment Reform
Dennis Alonzo uses mixed methods in his research on the intersections of curriculum, assessment, equity, evaluation of educational programs and teacher education and development. He works with educational systems and schools to lead their assessment reforms focused on articulating policies, developing assessment resources, implementing professional development and changing teachers' beliefs and practices.
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