Buch, Englisch, Band 6, 106 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 348 g
How to Design Curriculum for Human Flourishing
Buch, Englisch, Band 6, 106 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 348 g
Reihe: IBE on Curriculum, Learning, and Assessment
ISBN: 978-90-04-71419-9
Verlag: Brill
Yet, most schools remain locked in a 19th-century assessment structure that prevents young people from exploring the full variety and extent of their talents, forcing them to perform on a narrow, high-stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It is a brave, beautifully written treatise that anyone interested in education and assessment should read.
— Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education Sector)
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Foreword Svein Osttveit
1 The Problem with Schools Today 1 Human Intelligence Is Not a Single, Narrow Construct 2 Human Beings Possess a Wealth of Experiences and Gifts but Few of Them Are Recognised in Formal Assessment Systems 3 A Problem That Can Be Solved
2 The Sociology, Ideology, and Perpetuation of 19th-Century Assessment Models 1 The Origins of IQ Testing: A Zero-Sum Game 2 Normal Distribution as a Fundamental Socioeconomic and Psychometric Principle
3 Checkerboards and Straightjackets: The Organisation of the Timetable and Grading Systems 1 The Carnegie Unit 2 Standardised Curriculum Design 3 Grading: Technical, Emotional, and Psychological Effects 4 Placement Tests and Cut-offs 5 Why Breaking the Checkerboard Is So Difficult
4 The One-Size-Fits-All World of Mass Testing 1 The Origins, Purposes, and Development of Large-Scale Learning Assessments 2 Assessment Problems Created by Mass Testing 3 The Cultural Hegemony of Assessment Centralisation and How This Affects Learners in Different Parts of the World 4 The Language of Testing: Pitfalls and Inequities
5 Covid-19 and the General Collapse of Traditional Assessment Systems 1 An Analysis of the Inability of Examination Boards to Survive 2020 2 The Return to “Normal”: No Lessons Learned 3 The Future of High-Stakes Assessments in an Increasingly Unpredictable World
6 Politics and University Admissions: The Chokehold 1 National Assessment Qualifications and University Recognition: Politics and Networks 2 University Recognition of Different Diplomas 3 Releasing the Chokehold
7 Primary and Middle School Models 1 Inquiry-Based Learning 2 Project-Based Learning 3 Creativity 4 Rest, Pacing, and Wellbeing 5 Why Do These Models Not Transfer into Secondary Schools?
8 Alternative High School Models 1 Vocational Programmes 2 Microcredentialing and Digital Badges 3 Alternative Transcripts 4 Creative School-Based Projects 5 Challenges and Opportunities
9 Higher Education Efforts at Broadening Assessment 1 College Board 2 Test-Optional Pathways 3 Interviews 4 Personal Statements 5 Sports and Arts Scholarships 6 Assessment Constructs
10 Assessment of Talent in the Workplace 1 Personality Tests 2 Growth and Evaluation: Different Approaches 3 Replacing Performance Reviews with Ongoing Feedback: Implications for Learning and the World of Work
11 Competences 1 UNESCO IBE’s Work and Vision of Curriculum and Competences 2 The Significance of Competences for the Future of Work 3 Assessing Competences
12 The International School of Geneva and UNESCO International Bureau of Education 1 The Ecolint Learner Passport 2 The Coalition to Honour All Learning
Index
