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by Claire Wyatt-Smith,Valentina Klenowski,Peta Colbert
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Schools & Teaching
  • Author:
    Claire Wyatt-Smith,Valentina Klenowski,Peta Colbert
  • ISBN:
    9400759010
  • ISBN13:
    978-9400759015
  • Genre:
  • Publisher:
    Springer; 2014 edition (March 11, 2014)
  • Pages:
    398 pages
  • Subcategory:
    Schools & Teaching
  • Language:
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    1727 kb
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    1548 kb
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    1763 kb
  • Rating:
    4.4
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Essentially, the book presents new perspectives on the enabling power of assessment. The Enabling Power of Assessment.

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 – 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.

Start by marking Designing Assessment for Quality Learning (The Enabling Power of Assessment Book 1) as. .

Start by marking Designing Assessment for Quality Learning (The Enabling Power of Assessment Book 1) as Want to Read: Want to Read savin. ant to Read.

Claire Wyatt-Smith Valentina Klenowski Peta ColbertMashi 10, 2014. Essentially, the book presents new perspectives on the enabling power of assessment

Claire Wyatt-Smith Valentina Klenowski Peta ColbertMashi 10, 2014. Springer Science & Business Media. Essentially, the book presents new perspectives on the enabling power of assessment.

Designing assessment for quality learning

Designing assessment for quality learning. The enabling power of assessment Vol. 1 (pp. 285-302). In C. Wyatt-Smith, V. Klenowski & P. Colbert (Ed., Designing Assessment for Quality Learning (pp. 167-182). Chapter · March 2014 with 239 Reads. Formative assessment sits in contrast to summative 'assessments of learning', which are used to assess a student's learning at the conclusion to a learning sequence and are typically based on standards or benchmarks to make judgements. Thematic Working Group 7: Learning from national policy experiences.

Additional resources for Designing Assessment for Quality Learning. Presenting a framework for teacher collaboration as joint enterprise, the dynamics, scale, objects and aims of collaboration are outlined. By considering two contrasting studies in line with this framework, the authors highlight the enabling power of establishing collaborative assessment practices, allowing focus to discern the aspects of joint enterprise and leading to ‘improving the quality and increasing the consistency and dependability of teachers’ summative assessment judgements’ (see Chapter 10).

With Learning Assessment Techniques as their guide, instructors will know what and how well their students are learning . One person found this helpful.

With Learning Assessment Techniques as their guide, instructors will know what and how well their students are learning, promote active learning that integrates assessment, and gather information in a systematic and streamlined manner. They will also have the tools to collect solid learning outcomes and data for institutional assessment and provide evidence of their effectiveness that is so vital when seeking promotion and tenure.

Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and Teacher Education at ACU and Professor of Educational Assessment and . Foundation book in the series: The enabling power of assessment. Dordrecht, The Netherlands: Springer. Selected publications.

Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and Teacher Education at ACU and Professor of Educational Assessment and Literacy.

In Wyatt-Smith, Claire; Klenowski, Valentina; Colbertb, Peta (ed. Designing Assessment for Quality Learning Volume 1 of The Enabling Power of Assessment. p. 56. ISBN 9400759029.

com Wyatt-Smith, Claire, Colbert, Peta, Klenowski, Valentina.

It describes efforts to move from a focus on assessment as measurement towards assessment as central in efforts to improve learning. Designing Assessment for Quality Learning. Enabling Power of Assessment. Wyatt-Smith, Claire, Colbert, Peta, Klenowski, Valentina.

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 book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s 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 – 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.