Assessment for Learning

  • Filename: assessment-for-learning.
  • ISBN: 9780335224296
  • Release Date: 2003-09-01
  • Number of pages: 152
  • Author: Black
  • Publisher: McGraw-Hill Education (UK)



Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

Assessment and Learning

  • Filename: assessment-and-learning.
  • ISBN: 9780857023827
  • Release Date: 2012-03-05
  • Number of pages: 301
  • Author: John N. Gardner
  • Publisher: SAGE



This book 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. Readers will find research-informed insights from a wide variety of international contexts. The new edition includes chapters on e-assessment, the learner's perspective on assessment and learning, and the influence of assessment on how we value learning.

Assessment as Learning

  • Filename: assessment-as-learning.
  • ISBN: 9781452242972
  • Release Date: 2013
  • Number of pages: 144
  • Author: Lorna M. Earl
  • Publisher: Corwin Press



Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

Assessment for Learning

  • Filename: assessment-for-learning.
  • ISBN: 096551014X
  • Release Date: 2004
  • Number of pages: 340
  • Author: Stephen Chappuis
  • Publisher: Assessment Training Institute



"Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study."--Publisher's website.

Assessment of Learning

  • Filename: assessment-of-learning.
  • ISBN: 9781849203487
  • Release Date: 2007-10-02
  • Number of pages: 176
  • Author: Wynne Harlen
  • Publisher: SAGE



This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers' judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).

Perfect Assessment for Learning

  • Filename: perfect-assessment-for-learning.
  • ISBN: 9781781350287
  • Release Date: 2012-11-29
  • Number of pages: 142
  • Author: Claire Gadsby
  • Publisher: Crown House Publishing



Too much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils' learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning

Assessment and Learning in the Secondary School

  • Filename: assessment-and-learning-in-the-secondary-school.
  • ISBN: 9781134534210
  • Release Date: 2003-08-27
  • Number of pages: 104
  • Author: Prof E C Wragg
  • Publisher: Routledge



Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment * written, oral and practical evaluation * self-assessment the 'whole school' approach * staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.

Assessment for Learning in Higher Education

  • Filename: assessment-for-learning-in-higher-education.
  • ISBN: 9781136352751
  • Release Date: 2012-12-06
  • Number of pages: 192
  • Author: Knight, Peter
  • Publisher: Routledge



Combining a range of case studies with theoretical research, this volume analyzes current developments and best practice. The contributors discuss innovative approaches in assessment, peer assessment, the NCVQ model, the positive side of assessment, staff training for assessment, and much more.

Assessment for Learning

  • Filename: assessment-for-learning.
  • ISBN: 9789622099579
  • Release Date: 2008-09-01
  • Number of pages: 220
  • Author: Rita Berry
  • Publisher: Hong Kong University Press



Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.

Assessing for Learning

  • Filename: assessing-for-learning.
  • ISBN: 1579220886
  • Release Date: 2004-01
  • Number of pages: 204
  • Author: Peggy Maki
  • Publisher: Stylus Publishing, LLC.



This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has refined through hundreds of successful workshops. She presents extensive examples of processes, strategies and campus practices, as well as key resources, guides, worksheets, and exercises - to assist all stakeholders in the institution to develop and sustain assessment of student learning as an integral and systematic core institutional process. This book sets the assessment of learning within the twin contexts of: the level of a program, department, division, or school within an institution; and the level of an institution, based on its mission statement, educational philosophy, and educational objectives. Each chapter explores ways to position assessment within program- and institutional-level processes, decisions, structures, practices, and channels of communication. Here is a process that any campus can adapt and use to engage all its constituencies - institutional leaders, faculty, staff, administrators, students and those in governance - constructively to forge a vision and commitment to action.

Assessing for Learning

  • Filename: assessing-for-learning.
  • ISBN: 1579224962
  • Release Date: 2012-02-27
  • Number of pages: 356
  • Author: Peggy L. Maki
  • Publisher: Stylus Publishing, LLC.



While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. This book espouses the latter philosophy—what Peggy Maki sees as an integrated and authentic approach to providing evidence of student learning based on the work that students produce along the chronology of their learning. She believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions, as students do not all start at the same place in their learning. Students also need the tools to assess their own progress. In addition to updating and expanding the contents of her first edition to reflect changes in assessment practices and developments over the last seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning, Maki focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. Recognizing that assessment is not initially a linear start-up process or even necessarily sequential, and recognizing that institutions develop processes appropriate for their mission and culture, this book does not take a prescriptive or formulaic approach to building this commitment. What it does present is a framework, with examples of processes and strategies, to assist faculty, staff, administrators, and campus leaders to develop a sustainable and shared core institutional process that deepens inquiry into what and how students learn to identify and improve patterns of weakness that inhibit learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning. Each chapter also concludes with (1) an Additional Resources section that includes references to meta-sites with further resources, so users can pursue particular issues in greater depth and detail and (2) worksheets, guides, and exercises designed to build collaborative ownership of assessment. The second edition now covers: * Strategies to connect students to an institution’s or a program’s assessment commitment * Description of the components of a comprehensive institutional commitment that engages the institution, educators, and students--all as learners * Expanded coverage of direct and indirect assessment methods, including technology-enabled methods that engage students in the process * New case studies and campus examples covering undergraduate, graduate education, and the co-curriculum * New chapter with case studies that presents a framework for a backward designed problem-based assessment process, anchored in answering open-ended research or study questions that lead to improving pedagogy and educational practices * Integration of developments across professional, scholarly, and accrediting bodies, and disciplinary organizations * Descriptions and illustrations of assessment management systems * Additional examples, exercises, guides and worksheets that align with new content

Learning Assessment Techniques

  • Filename: learning-assessment-techniques.
  • ISBN: 9781119050896
  • Release Date: 2016-01-19
  • Number of pages: 480
  • Author: Elizabeth F. Barkley
  • Publisher: John Wiley & Sons



50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.

Classroom Assessment for Student Learning

  • Filename: classroom-assessment-for-student-learning.
  • ISBN: 0965510158
  • Release Date: 2004-01-01
  • Number of pages: 460
  • Author: Richard J. Stiggins
  • Publisher: Assessment Training Institute



DVD includes "video segments illustrating ideas and practices presented in the book, and a CD-ROM containing activities that facilitate individual or group learning" - back cover.

Assessing for Learning

  • Filename: assessing-for-learning.
  • ISBN: 1598844709
  • Release Date: 2010
  • Number of pages: 242
  • Author: Violet H. Harada
  • Publisher: ABC-CLIO



Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of "Assessing for Learning: Librarians and Teachers as Partners," they continue to shed light on the issue of school librarians helping students to assess for learning. The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added.

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