E-Book, Englisch, 312 Seiten
Havnes / McDowell Balancing Dilemmas in Assessment and Learning in Contemporary Education
Erscheinungsjahr 2007
ISBN: 978-1-135-91442-4
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
E-Book, Englisch, 312 Seiten
Reihe: Routledge Research in Education
ISBN: 978-1-135-91442-4
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
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.
Autoren/Hrsg.
Weitere Infos & Material
Tables and illustrations
Section 1
Introduction
Chapter 1
Introduction: Assessment dilemmas in contemporary learning cultures
Anton Havnes and Liz McDowell
Setting the scene
Modes of assessment in the new culture
Balancing dilemmas in assessment practice
Levels of social meaning and assessment practices
The structure of the book
References
Chapter 2
The challenges of assessment in a new learning culture
Olga Dysthe
Introduction and overview
The challenge of the backwash effect of assessment: a historical example
The challenge from developments in society
What knowledge, skills and experiences do students in the 21st century need?
The challenge of aligning assessment with theories of knowledge and learning
Changing paradigms
New modes of assessment aligned to cognitive and situated views of what it means to know
New modes of assessment – challenges to teachers and students
a. Balancing formative and summative assessment
b. Balancing teacher and student control – new roles
c. Balancing individual and collaborate work
d. Portfolios – "filing cabinet or learning arena"?
Summing up challenges for the institution, for the teachers and for the students
For teachers:
For students the most needed competences relates to:
The challenge from global trends towards testing and accountability systems
The story of writing assessment in California revisited in 2004
Some challenges for research
Conclusion
References
Section 2
Connecting education and society through assessment
Chapter 3
Some Consequences of Writing Assessment
Sandra Murphy
Multiple-choice tests of written expression
Backwash from multiple-choice tests of writing
Backwash from direct assessments of writing
Backwash from impromptu writing tests
Backwash from portfolios
Conclusion
References
Chapter 4
Assessment of writing in Norway: a case of balancing dilemmas
Frøydis Hertzberg
From trust to accountability?
The school-leaving exam as evaluated by the QAL project
What did we find?
A new regime
A period of tension and transition
Conclusion
Literature
Chapter 5
Assessing Craft and Design. Conceptions of Expertise in Education and Work
Lars Lindström
Methods
Portfolio assessment
Repertory grids
Results and discussion
Process criteria
Product criteria
Cultures of education and work
Conclusion
References
Chapter 6
Defining authentic assessment – Five dimensions of authenticity
Judith T. M. Gulikers, Theo J. Bastiaens and Paul A. Kirschner
Introduction
The Reasons for Authentic Competency-Based Assessment
Defining Authentic Assessment
The Criterion Situation
Subjectivity of Authenticity: the Role of Perceptions
Authenticity of assessment: a multi-facetted concept
Five Dimensions of Authenticity
Subjectivity of Authentic Assessment: A Qualitative Study
Implications for authentic assessment practices
References
Chapter 7
The role of assessment in preparing for lifelong learning: problems and challenges
Nancy Falchikov and David Boud
The concept of lifelong learning
Problems with lifelong learning
1. Problems with lists
2. Problems with transferability
3. Problems of differences in perception of what constitutes formal and informal learning
The role of assessment
Indications of change: straws in the wind?
Problems of uptake of assessment strategies for long-term learning
1. Systemic barriers
2. Barriers within learners
3. The problem of the unknown future
4. Lack of alignment
Some directions for development
References
Chapter 8
Assessment: a boundary object linking professional education and work?
Anton Havnes
Introduction
Assessment research
Learning, knowledge and boundaries
Learning as practice in context
Contexts and boundaries
Boundary objects
Assessment and boundaries
Transfer – learning – assessment
Standard notions of transfer
The situated learning paradigm and transfer
Cultural-historical activity theory
Assessment, boundary crossing and transfer
Conclusion
Bibliography
Section 3
The dilemmas of assessment practice in educational institutions
Introduction to section 3
References
Chapter 9
A theory based discussion of assessment criteria: the balance between explicitness and negotiation
Olga Dysthe, Knut Steinar Engelsen, Tjalve Madsen and Line Wittek
Introduction
Contrasting student views on criteria from two studies
Theoretical framework discussion: communication and participation
Dialogism
Wenger’s communities of practice: participation, reification and negotiation
Bakhtin’s ‘authoritative’ and ‘inner persuasive word’
Criteria as reifications of negotiated practice in portfolio assessment
Summary and practical implications
Explicit criteria and negotiation are complementary
Avoid instrumentalism by fostering a culture for collaboration
Students should be involved in assessment
Summary
References
Chapter 10
Real or imagined? The shift from norm referencing to criterion referencing in higher education
Susan Orr
Assessment as a social practice or a technical process?
Norm referencing
Learning outcomes and criterion referencing
Institutional and social contexts of assessment in UK Higher Education
Assessment practice in the contemporary context
Dilemmas
Policy into Practice
References
Chapter 11
Teacher or assessor? Balancing the tensions between formative and summative assessment in science teaching
Olga Gioka
Introduction
Formative assessment
Science in the upper secondary school: the research study
The importance of the exam
Coursework assessment – formative or summative?
Separating teaching/learning and assessment
Embedding coursework in formative assessment practices
Differences between teachers in formative assessment practice
Ways forward
Acknowledgements
References
Chapter 12
Changing assessment practices in Norwegian higher education – from where to where?
Per Lauvås
Introduction
From where? the context of assessment in Norwegian higher education
The external examiners: rights and equity
Modularisation of higher education: assessment and attainment
Reliability of assessment
Standards and validity
Assessment and motivation
Making the transition – to where?
Scenario 1: Continuous assessment to replace, or complement, final examinations
Scenario 2: Separate formative and summative assessment
The power of formative assessment: a case study
Conclusions
References
Chapter 13
Performance Assessment in Nursing Education: Exploring Different Perspectives
Marieke H. S. B. Smits, Dominique M. A. Sluijsmans and Wim M. G. Jochems
Introduction
Turning Performance Assessment into Practice
Day 1: anamnesis/problem anamnesis/diagnosis
Day 2: nursing plan
Day 3: intervention plan
Days 4 & 5: conducting interventions
Research Method
Participants
Materials
Questionnaire Results
Utility of performance assessment
Students’ perceptions
Teachers’ perceptions
Professionals’ perceptions
Consequences of performance assessment
Students’ perceptions
Teachers’ perceptions
Professionals’ perceptions
Comments and suggestions
Student comments
Teacher comments
Professionals’ comments
Balancing different perspectives: Implications and Dilemmas
References
Chapter 14
The Challenge of Assessing Portfolios; in search of criteria
Kari Smith and Harm Tillema
Raising standards in portfolio appraisal
The study
Findings
I Open Inventory Phase
II In search of criteria use on the Internet
III Towards a Typology of Criteria Use
A) Criteria as Judging Evidence
B) Criteria as Rules of Accountability
C) Criteria as Critical Appraisal
Perspective and Proposal
References
Chapter 15
A Workplace Perspective on School Assessment
Steinar Kvale
Learning through assessment of practice
Practice assessment from the perspective of learning psychology
Dilemmas of workplace assessment
School assessment from a workplace perspective
Differences between workplace and school as learning arenas
Conclusion: school assessment in a knowledge-based economy
References
Section 4
Assessment, learners and teachers
Introduction to section 4
Chapter 16
Assessment for learners: Assessment literacy and the development of learning power
Patricia Broadfoot
Introduction
The assessment disease
The assessment disease: treating the symptoms
The assessment disease: finding a cure?
Conclusion
References
Chapter 17
Academics’ and academic developers’ view of student self-assessment
Kelvin Tan
Introduction
Methodology
Academics’ views of student self-assessment
Teacher- driven self-assessment
Program-driven self-assessment
Future-driven self-assessment
Academic developers’ views of student self-assessment
Benefits of student self-assessment
Dilemmas
Conclusion
References
Chapter 18
Students’ experiences of feedback on academic assignments in higher education: implications for practice
Liz McDowell
Introduction
Research Method
Results
The Gathering Pathway
Overview
Feedback
What is attended to?
What does it mean to the student?
How does student feel about it?
Connecting
Overview
Feedback
What is attended to?
What does it mean to the student?
How does student feel about it?
Minimalist
Overview
Feedback
What is attended to?
What does it mean to the student?
How does student feel about it?
Performing
Overview
Feedback
What is attended to?
What does it mean to the student?
How does student feel about it?
Discussion: Supporting different pathways through feedback
Conclusions
References
Chapter 19
Assessment beyond Belief: The cognitive process of grading
Janice Orrell
Introduction
Research studies on grading
Research study: grading in higher education
Identifying Assessment Behaviours
Features of Common Assessment Practice
Stages in the assessment and grading process
The Relationship of Assessment with Teaching and Learning
Validity and standards
Bias and reliability
Feedback
Lack of problematisation of grading
Conclusion
References
Section 5
Epilogue
Chapter 20
Balancing dilemmas: traditional theories and new applications
Dylan Wiliam
Introduction
Why do we assess?
The validity of assessments
Meanings and consequences of assessment
Continuous vs. one-off assessment
Interpreting assessment outcomes
Conclusion
References
Contributors
