The What, Why and How of Assessment

A guide for teachers and school leaders
1. Auflage 2021
ISBN: 978-1-5297-5254-0
Verlag: SAGE Publishing Ltd

Buch, Englisch, 200 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 359 g

How do teachers develop their understanding of the foundation principles of assessment, stay up to date with the latest classroom approaches and have the confidence to evaluate and question the effectiveness of new methods?

This professional resource for teachers supports them to understand the what, why and how of assessment. It provides key knowledge on the types and purposes of assessment and explores key themes such as validity, reliability and fairness. It explores assessment in practice offering practical support for busy teachers and takes an in-depth look at how qualifications are designed and developed and how examinations are marked, graded and regulated.

Autoren/Hrsg.

Child, Simon

Ellis, Paul

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction
Part 1: The principles of assessment
What is assessment?
Validity
Reliability
Fairness and ethics
Standards and comparability
Part 2: Assessment principles in action
Assessment by exam boards
Assessment in schools
Assessment in society (beyond schools)
Assessment and neurodiversity
Assessment and mental health
The future of assessment
Glossary

Über Autor(innen)

Ellis, Paul
Paul Ellis began teaching in schools and universities in the 1990s, and has held senior positions in two of the main international education providers since 2006. Within his current role, he is in charge of the worldwide recruitment and development of teacher-trainers. He has worked with teachers and school leaders on all continents to advise and support them in their professional learning. He has written or edited more than a dozen education books.

Child, Simon
Dr Simon Child is Head of Assessment Training at the Cambridge Assessment Network. Previously, he was a Senior Research Officer in the Assessment Research and Development Division of Cambridge Assessment. He has conducted research in the field of qualifications reform and development since 2012. His other research interests include quality of marking processes, curriculum development, formative assessment and Higher Education.