Berry / Adamson Assessment Reform in Education

Policy and Practice
1. Auflage 2011
ISBN: 978-94-007-0729-0
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 14, 216 Seiten

Reihe: Education in the Asia-Pacific Region: Issues, Concerns and Prospects

This book discusses the recent assessment movements in the eastern and western worlds with particular focuses on the policies, implementation, and impacts of assessment reform on education. A new perspective of assessment sees assessment as a means to enhance learning.
This book examines the tensions, challenges and outcomes (intended and unintended) of assessment reform arising at the interface of policy and implementation, and implementation and student learning. The book reviews the experiences insights gained from research, and identifies the facilitators and hindrances to effective change. It reflects current thinking of assessment and provides the readers with ample background information of assessment development in many countries including USA, England, Scotland, Wales, Northern Ireland, Australia, Singapore, Taiwan, and Hong Kong.

EditorRita Berry is an Associate Professor in the Department of Curriculum and Instruction, Hong Kong Institute of Education. She obtained her doctoral title from the University of Exeter UK but her teaching qualifications (main stream and slow learners) were obtained in Hong Kong. Dr Berry has extensive experience in teaching and has worked in schools and universities in the UK and Hong Kong. She is involved in many external and internal funded research projects and publishes widely in the area of assessment, learner autonomy, curriculum, and teaching education. Dr Berry develops and coordinates modules and programmes. She provides consultancy services and offers various kinds of professional upgrading training for teachers in and outside Hong Kong. Her research interests include assessment FOR/AS learning, classroom and school-based assessment, curriculum development and implementation, as well as autonomous learning and learning strategies.Co-editorBob Adamson is a Professor at Hong Kong Institute of Education, where he is Head of the Department of International Education and Lifelong Learning. Prior to this, he was Head of the Curriculum and Instruction and the Director of Graduate Programmes. He has worked in schools, colleges and universities in France, mainland China, Hong Kong, Australia and the United Kingdom, before assuming his current position at the Hong Kong Institute of Education in September 2006. Prof Adamson is a former Honorary Director of the Comparative Education Research Centre at the University of Hong Kong, and Past President of the Comparative Education Society of Hong Kong. He has carried out consultancies for the People's Education Press, China; Ohana Foundation, California; and UNICEF. Prof Adamson has published extensively in the field of curriculum studies, with a particular focus on English language teaching and comparative education.

Autoren/Hrsg.

Berry, Rita

Adamson, Bob

Inhaltsverzeichnis

1;Foreword;6
2;Acknowledgments;9
3;Contents;10
4;Contributors;12
5;List of Abbreviations;14
6;List of Figures;16
7;List of Tables;17
8;About the Authors;18
9;Part I Assessment Reform Experiences;25
9.1;1 Assessment Reform Past, Present and Future;26
9.1.1;1.1 The Nature of Assessment;26
9.1.2;1.2 Functions of Assessment;28
9.1.3;1.3 Historical Overview;30
9.1.4;1.4 Assessment Policy-Making and Policy Implementation;32
9.1.5;1.5 Organization of the Book;33
9.1.6;References;36
9.2;2 Assessment for Learning: Research and Policy in the (Dis)United Kingdom;38
9.2.1;2.1 Assessment Policy in the Context of Education Reform;38
9.2.2;2.2 Initial Influences on Policy with Regard to Assessment for Learning;39
9.2.3;2.3 Current Manifestation of AfL Policy in the Four Countries of the UK;41
9.2.3.1;2.3.1 Scotland;41
9.2.3.2;2.3.2 Wales;43
9.2.3.3;2.3.3 Northern Ireland;44
9.2.3.4;2.3.4 England;46
9.2.4;2.4 The Extent of Policy Borrowing;50
9.2.5;2.5 Challenges for Educational Change;51
9.2.6;References;54
9.3;3 Assessment for Learning: US Perspectives;56
9.3.1;3.1 Introduction;56
9.3.2;3.2 Economic, Political and Ideological Background to Education Reform in the USA;57
9.3.3;3.3 No Child Left Behind;58
9.3.3.1;3.3.1 High-Stakes Assessment;59
9.3.3.2;3.3.2 Assessment for Accountability;61
9.3.3.3;3.3.3 Standards-Based Assessment;62
9.3.4;3.4 Assessment for Learning Under NCLB;63
9.3.5;3.5 Recent Developments;66
9.3.6;3.6 Conclusions;67
9.3.7;References;69
9.4;4 Educational Assessment in Mainland China, Hong Kong and Taiwan;71
9.4.1;4.1 Introduction;71
9.4.2;4.2 The Changing Climate of Educational Assessment in Mainland China;71
9.4.3;4.3 The AfL Movements in Hong Kong;76
9.4.4;4.4 The Multivariate Approach Assessment Reforms in Taiwan;78
9.4.5;4.5 Conclusion and Implications;80
9.4.6;References;82
9.5;5 Assessment Reform and Educational Change in Australia;84
9.5.1;5.1 Introduction;84
9.5.2;5.2 Drivers for Educational Change in Australia;85
9.5.3;5.3 National Levers for Educational Change in Australia;86
9.5.4;5.4 Background;86
9.5.5;5.5 Current Context;87
9.5.6;5.6 Emergent Issues;89
9.5.7;5.7 The Case of Queensland;90
9.5.8;5.8 Challenges for Teachers at the National Level;91
9.5.9;5.9 Future Challenges;93
9.5.10;References;94
9.6;6 Assessment for Learning Reform in Singapore Quality, Sustainable or Threshold;96
9.6.1;6.1 Introduction;96
9.6.2;6.2 Recent Educational Developments and Assessment Reform in Singapore;97
9.6.3;6.3 What Does Formative Assessment Do for Learning in Singapore;100
9.6.4;6.4 What Should Assessment Reform Actually Do for Learning in Singapore;102
9.6.4.1;6.4.1 The Critical Need for Clear Standards in a Norm Referenced Assessment System;103
9.6.4.2;6.4.2 Formative Assessment Must Be Sustainable to Enhance Future Learning;104
9.6.4.3;6.4.3 The Importance of Self-Assessment in Formative Assessment;104
9.6.5;6.5 Conclusion: Towards a Threshold of Sustainable Assessment in Singapore;105
9.6.6;References;107
9.7;7 Assessment Reforms Around the World;109
9.7.1;7.1 Introduction;109
9.7.2;7.2 The Changing Assessment Landscape in Europe, Americas and Australiasia;109
9.7.3;7.3 The Assessment Reform Experiences in Asia and Africa;115
9.7.4;7.4 Conclusion and Implications;118
9.7.5;References;120
10;Part II Issues in the Spotlight;123
10.1;8 Engaging and Empowering Teachers in Innovative Assessment Practice;124
10.1.1;8.1 Introduction;124
10.1.2;8.2 Review of Innovations in Assessment Initiatives Across the UK;126
10.1.2.1;8.2.1 Professional Learning;126
10.1.2.1.1;8.2.1.1 Time;128
10.1.2.1.2;8.2.1.2 Ownership;128
10.1.2.1.3;8.2.1.3 Understanding;128
10.1.2.2;8.2.2 Dissemination;129
10.1.2.2.1;8.2.2.1 Transmission Model;129
10.1.2.2.2;8.2.2.2 Transformation Model;130
10.1.2.3;8.2.3 Sustainable Development;130
10.1.3;8.3 Insights from the Study;131
10.1.3.1;8.3.1 Planning for Change in Assessment Practice;132
10.1.3.2;8.3.2 Self-Agency of Teachers;133
10.1.3.3;8.3.3 Principles and Standards;134
10.1.4;8.4 Concluding Remarks;136
10.1.5;Appendix;137
10.1.6;References;137
10.2;9 Teachers Feedback to Pupils: Like So Many Bottles Thrown Out to Sea?;139
10.2.1;9.1 Introduction;139
10.2.2;9.2 Research Design;140
10.2.3;9.3 Teacher Perceptions of Effective Feedback;140
10.2.3.1;9.3.1 Social and Personal Factors Affecting Feedback;140
10.2.3.2;9.3.2 The Focus of Effective Feedback;144
10.2.3.3;9.3.3 The Message Form, for Effective Feedback;148
10.2.4;9.4 Summary and Concluding Comments;148
10.2.5;References;150
10.3;10 Assessment for Learning in Language Classrooms;152
10.3.1;10.1 Introduction;152
10.3.2;10.2 The Language Situation in the Hong Kong SAR;152
10.3.3;10.3 Reforms in Language Education and Assessment;153
10.3.4;10.4 Design of the Project;155
10.3.5;10.5 Use of AfL Strategies;156
10.3.5.1;10.5.1 The Use of Questioning;156
10.3.5.2;10.5.2 Criteria Sharing;157
10.3.5.3;10.5.3 Peer and Self Assessment;161
10.3.6;10.6 Impact on Student Learning;163
10.3.7;10.7 Impact on Teacher Development;165
10.3.8;10.8 Conditions for Sustained and Wider Use of AfL;166
10.3.9;Appendix;168
10.3.10;Form 1 English: Writing An Event That Happened in My Secondary School;168
10.3.10.1;Student Exemplar 1;168
10.3.10.2;Text Analysis;168
10.3.11;References;169
10.4;11 Assessment Reform: High-Stakes Testing and Knowing the Contents of Other Minds;172
10.4.1;11.1 Introduction;172
10.4.2;11.2 False Beliefs;173
10.4.3;11.3 Symbol-Processing Views of Mind;177
10.4.4;11.4 Creating the Case;179
10.4.5;References;180
10.5;12 Assessment of Significant Learning Outcomes;181
10.5.1;12.1 Introduction;181
10.5.2;12.2 Background;182
10.5.3;12.3 Contexts;183
10.5.3.1;12.3.1 Case Study 1: National Curriculum Mathematics in England;183
10.5.3.2;12.3.2 Case Study 2: Learning to Learn;186
10.5.3.3;12.3.3 Case Study 3: Workplace Learning in the UK;189
10.5.3.4;12.3.4 Case Study 4: Higher Education in the UK;190
10.5.3.5;12.3.5 Case Study 5: Vocational Education in England;192
10.5.4;12.4 Discussion;195
10.5.5;12.5 Conclusion;196
10.5.6;References;197
10.6;13 Developing Assessment for Learning in a Large-Scale Programme;200
10.6.1;13.1 Introduction;200
10.6.2;13.2 The Assessment Framework;201
10.6.3;13.3 Dual Items Design;202
10.6.4;13.4 Online Report System;203
10.6.5;13.5 Issues to Consider;207
10.6.6;13.6 Future Directions for Improvement;209
10.6.7;References;211
10.7;14 Embedding Assessment for Learning;212
10.7.1;14.1 The Values of Assessment for Learning;212
10.7.2;14.2 Adopting AfL;213
10.7.3;14.3 Linking Policy with Practice;214
10.7.4;14.4 Conclusion;216
10.7.5;References;217
11;Author Index;219
12;Subject Index;224