The Power of Assessment for Learning

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 ...

The Power of Assessment for Learning

Author: Margaret Heritage

Publisher: Corwin

ISBN: 1544394217

Page: 144

View: 903

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.

Assessment as Learning

Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

Assessment as Learning

Author: Lorna M. Earl

Publisher: Corwin Press

ISBN: 1452242976

Page: 144

View: 383

Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

Ahead of the Curve

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.

Ahead of the Curve

Author: Douglas B. Reeves

Publisher: Solution Tree Press

ISBN: 1934009849

Page: 144

View: 276

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.

Assessment for Learning Meeting the Challenge of Implementation

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.

Assessment for Learning  Meeting the Challenge of Implementation

Author: Dany Laveault

Publisher: Springer

ISBN: 3319392115

Page: 363

View: 132

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.

Assessment Powered Teaching

A key distinction of the book is its coverage of using technology to collect and analyze assessment data.

Assessment Powered Teaching

Author: Nancy W. Sindelar

Publisher: Corwin Press

ISBN: 1412992087

Page: 160

View: 324

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 also 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.

Assessment for Learning Within and Beyond the Classroom

These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance.

Assessment for Learning Within and Beyond the Classroom

Author: Siew Fun Tang

Publisher: Springer

ISBN: 9811009082

Page: 446

View: 836

These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance. They explore the breadth, depth and quality of the best models and practices, strategies, lessons learnt and discuss cases of successful implementation of assessment within the classroom and beyond, including the virtual space. They also provide fertile ground for stimulating and comparing responsive assessment approaches and practices in relatively new areas of assessment such as graduate capability assessment in view of the need for educational institutions to evidence graduate employability.

Investigating Formative Assessment

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 ...

Investigating Formative Assessment

Author: Torrance

Publisher: McGraw-Hill Education (UK)

ISBN: 0335233015

Page: 184

View: 271

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.

Designing Assessment for Quality Learning

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.

Designing Assessment for Quality Learning

Author: Claire Wyatt-Smith

Publisher: Springer Science & Business Media

ISBN: 9400759029

Page: 398

View: 896

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.

Student involved Assessment for Learning

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.

Student involved Assessment for Learning

Author: Richard J. Stiggins

Publisher: Prentice Hall

ISBN:

Page: 373

View: 687

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.

Assessing Student Learning

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 ...

Assessing Student Learning

Author: David Allen

Publisher: Teachers College Press

ISBN: 9780807737538

Page: 218

View: 473

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.

Evaluating and Assessing for Learning

The text includes sections on peer assessment, self-assessment, styles of evaluation, references, and the roles of teacher and learner.

Evaluating and Assessing for Learning

Author: Norman Duncan Campany Harris

Publisher: Routledge

ISBN: 0749413018

Page: 204

View: 887

This study examines the implications for evaluation and assessment when more responsibility for the learning process is given to the learner. The text includes sections on peer assessment, self-assessment, styles of evaluation, references, and the roles of teacher and learner.

Making Formative Assessment Work

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.

Making Formative Assessment Work

Author: Kathy Hall

Publisher: McGraw-Hill Education (UK)

ISBN: 0335225659

Page: 172

View: 288

"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.

Formative Assessment in United States Classrooms

This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners.

Formative Assessment in United States Classrooms

Author: Cathy Box

Publisher: Springer

ISBN: 303003092X

Page: 181

View: 125

This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners. The author uses case studies to illuminate the complexity of teaching and the externally imposed and internally constructed contextual elements that affect assessment decision-making. In this book, Box argues effectively for a renewed vision for teacher professional development that centers around the needs of students in a knowledge economy. Finally, Box offers an overview of systemic changes that are needed in order for progressive teaching and relevant learning to take place.

Assessment

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.

Assessment

Author: Lois Bridges Bird

Publisher: Stenhouse Pub

ISBN:

Page: 108

View: 507

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.

Assessment in Education

This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice.

Assessment in Education

Author: Shelleyann Scott

Publisher: Springer

ISBN: 331923398X

Page: 314

View: 431

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.

Assessment for Learning

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 ...

Assessment for Learning

Author: Stephen Chappuis

Publisher: Assessment Training Institute

ISBN: 9780965510141

Page: 340

View: 529

"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.

The Teacher as Assessment Leader

Packed with practical strategies from expert practitioners for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions.

The Teacher as Assessment Leader

Author: Thomas R. Gusky

Publisher: Solution Tree Press

ISBN: 1935542400

Page: 288

View: 202

Discover how to improve student learning through the power of effective assessment, and realize your power to transform education from inside the classroom. Meaningful examples, expert research, and real-life experiences illustrate the capacity and responsibility every educator has to ignite positive change. Packed with practical strategies from expert practitioners for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions.

Balancing Dilemmas in Assessment and Learning in Contemporary Education

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
formal ...

Balancing Dilemmas in Assessment and Learning in Contemporary Education

Author: Anton Havnes

Publisher: Routledge

ISBN: 1135914427

Page: 312

View: 353

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.