This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning.The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The bookOs structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpinand drive particular assessment approaches. Learning theories and practices, assessment literacies, teachersO responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the bookOs structure and content.The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment O remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.
1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goals; Claire Wyatt-Smith, Val Klenowski and Peta Colbert.- PART 1: Assessment Quality.- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum; Jill Willis and Bronwen Cowie.- 3. Student involvement in assessment of their learning; Harm Tillema.- 4. Large-scale testing and its contribution to learning; Esther Care, Patrick Griffin, Zhonghua Zhang and Danielle Hutchinson.- 5. The role of assessment in improving learning in a context of high accountability; Patrick Griffin, Esther Care, Michael Francis and Claire Scoular.- PART 2: Becoming Assessment Literate.- 6. Assessment literacy; Knut Steinar Engelsen and Kari Smith.- 7. The power of learning-centered task design: An exercise in the application of the variation principle; Dany Laveault.- 8. Developing assessment tasks; Jeffrey K. Smith and Lisa F. Smith.- 9. Using assessment information for professional learning; Helen Timperley.- 10. Teachers' professional judgment in the context of collaborative assessment practice; Linda Allal and Lucie Mottier Lopez.- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges; David Carless and Ricky Lam.- PART 3: Teachers' Responsibilities in Assessment.- 12. Looking at assessment through learning-colored lenses; W. James Popham.- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation; Claire Wyatt-Smith and Val Klenowski.- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards; Peta Colbert and J. Joy Cumming.- 15. Assessment and the reform of education systems: From good news to policy technology; Anne Looney.- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability; Kim Koh.- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners; Maria Araceli Ruiz-Primo, Guillermo Solano-Flores and Min Li.- PART 4: Leading Learning and the Enabling Power of Assessment.- 18. Conceptualizing assessment culture in school; Menucha Birenbaum.- 19. Preparing teachers to use the enabling power of assessment; Lisa F. Smith, Mary F. Hill, Bronwen Cowie and Alison Gilmore.- 20. Challenging conceptions of assessment; Lorna M. Earl and Helen Timperley.- 21. The place of assessment to improve learning in a context of high accountability; Margaret Heritage.- PART 5: Digital Assessment.- 22. Designing next-generation assessment: Priorities and enablers; Kay Kimber and Claire Wyatt-Smith.- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment; Patricia Broadfoot, Alison Oldfield, Rosamund Sutherland and Sue Timmis.- Index.
Accessing your eBook through Kortext
Once purchased, you can view your eBook through the Kortext app, available to download for Windows, Android and iOS devices. Once you have downloaded the app, your eBook will be available on your Kortext digital bookshelf and can even be downloaded to view offline anytime, anywhere, helping you learn without limits.
In addition, you'll have access to Kortext's smart study tools including highlighting, notetaking, copy and paste, and easy reference export.
To download the Kortext app, head to your device's app store or visit https://app.kortext.com to sign up and read through your browser.
NB: eBook is only available for a single-user licence (i.e. not for multiple / networked users).
