Assessment and Learning

2. Auflage 2012
ISBN: 978-0-85702-382-7
Verlag: Sage Publications

Buch, Englisch, 312 Seiten, Format (B × H): 170 mm x 242 mm, Gewicht: 397 g

Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning.

This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners.

With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features:

- New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning

- Teacher-friendly assessment topics
- Practical examples and chapter summaries throughout

This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment.

John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.

Autoren/Hrsg.

Gardner, John

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik

Inhaltsverzeichnis

Assesment and Learning: Introduction - John Gardner
PART ONE: PURPOSES AND PRACTICE
Assessment for Learning in the Classroom - Paul Black and Dylan Wiliam
Professional Learning as a Condition for Assessment for Learning - Dave Pedder and Mary James
From Teachers to Schools: Scaling up Professional Development for Formative Assessment - Siobhan Leahy & Dylan Wiliam
Alternative Perspectives on Learning Outcomes: Challenges for Assessment - Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James & Paul Newton
On the Relationship between Assessment for Formative and Summative Purposes - Wynne Harlen
Quality Assessment Practice - John Gardner
PART TWO: IMPACT
Assessment and Learning: the Learner's Perspective - Louise Hayward
Instrumentalism and Achievement: A Sociocultural Understanding of Tensions in Vocational Education - Kathryn Ecclestone
Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries - Judy Sebba
The Role of Assessment in Developing Motivation for Learning - Wynne Harlen
PART THREE: THEORY
Assessment in Harmony with Our Understanding of Learning: Problems and Possibilities - Mary James, with Jenny Lewis
Developing a Theory of Formative Assessment - Paul Black and Dylan Wiliam
PART FOUR: VALIDITY AND RELIABILITY
Validity in Formative Assessment - Gordon Stobart
The Reliability of Assessments - Paul Black & Dylan Wiliam
Validity, Purpose and the Recycling of Results from Educational Assessments - Paul Newton
Concluding Remarks
Assessment for Learning: A Compelling Conceptualization - John Gardner

Über Autor(innen)

Gardner, John
Professor John Gardner (PhD MSc PGCE BSc FBCS CITP CEng AcSS FCIEA) is Deputy Principal (Education and Students) at the University of Stirling. His main research and teaching interests include policy and practice in all sectors of education, particularly in relation to assessment and information technology.He has over 120 academic publications and has authored or co-authored seven books, the most recent being: Assessment and Learning (2012, Sage), Developing Teacher Assessment (2010, McGraw-Hill/Open University) and The Classroom X-Factor (2011, Routledge).