- Table View
- List View
Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education
by Trudy W. Banta Catherine A. PalombaA comprehensive expansion to the essential higher education assessment text This second edition of Assessment Essentials updates the bestselling first edition, the go-to resource on outcomes assessment in higher education. In this thoroughly revised edition, you will find, in a familiar framework, nearly all new material, examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment. Outcomes assessment is of increasing importance in higher education, especially as new technologies and policy proposals spotlight performance-based success measures. Leading authorities Trudy Banta and Catherine Palomba draw on research, standards, and best practices to address the timeless and timeliest issues in higher education accountability. New topics include: Using electronic portfolios in assessment Rubrics and course-embedded assessment Assessment in student affairs Assessing institutional effectiveness As always, the step-by-step approach of Assessment Essentials will guide you through the process of developing an assessment program, from the research and planning phase to implementation and beyond, with more than 100 examples along the way. Assessment data are increasingly being used to guide everything from funding to hiring to curriculum decisions, and all faculty and staff will need to know how to use them effectively. Perfect for anyone new to the assessment process, as well as for the growing number of assessment professionals, this expanded edition of Assessment Essentials will be an essential resource on every college campus.
Assessment, Evaluation, and Accountability in Adult Education
by Lilian H. Hill Amy D. RoseThis book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.
Assessment, Evaluation, and Accountability in Adult Education
This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.
The Assessment, Evaluation and Rehabilitation of Everyday Memory Problems: Selected papers of Barbara A. Wilson (World Library of Psychologists)
by Barbara A. WilsonIn the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest work—extracts from books, key articles, salient research findings and their major theoretical and practical contributions. This volume of self-selected papers recognises Professor Barbara A. Wilson's major contribution to the study of neuropsychology. Published over a 25-year period, the papers included here address the assessment, treatment and evaluation of rehabilitation provided to people who have memory difficulties arising from an injury or illness affecting the brain. This selection of papers includes work on errorless learning, the natural history of the development of compensatory memory systems, paging systems developed to enhance independent daily living for memory impaired people and single-case experimental designs to appraise the response of individual patients. The final section includes a practical framework for understanding compensatory behaviour, a model of cognitive rehabilitation and a discussion of the dilemmas created by the different aims of neuroscience as opposed to those of clinicians. This book will be of great interest to clinical psychologists, neuropsychologists, occupational therapists and speech and language therapists, along with anyone who is interested in reducing the impact of memory problems on people who have suffered brain injury.
The Assessment, Evaluation and Rehabilitation of Everyday Memory Problems: Selected papers of Barbara A. Wilson (World Library of Psychologists)
by Barbara A. WilsonIn the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest work—extracts from books, key articles, salient research findings and their major theoretical and practical contributions. This volume of self-selected papers recognises Professor Barbara A. Wilson's major contribution to the study of neuropsychology. Published over a 25-year period, the papers included here address the assessment, treatment and evaluation of rehabilitation provided to people who have memory difficulties arising from an injury or illness affecting the brain. This selection of papers includes work on errorless learning, the natural history of the development of compensatory memory systems, paging systems developed to enhance independent daily living for memory impaired people and single-case experimental designs to appraise the response of individual patients. The final section includes a practical framework for understanding compensatory behaviour, a model of cognitive rehabilitation and a discussion of the dilemmas created by the different aims of neuroscience as opposed to those of clinicians. This book will be of great interest to clinical psychologists, neuropsychologists, occupational therapists and speech and language therapists, along with anyone who is interested in reducing the impact of memory problems on people who have suffered brain injury.
Assessment, Evaluation, and Repair of Concrete, Steel, and Offshore Structures
by Mohamed Abdallah El-ReedyCivil engineers must assure that buildings have long and durable lives, and therefore structural assessment and repair are routinely required and must be performed with the utmost accuracy and professionalism. Assessment, Evaluation, and Repair of Concrete, Steel, and Offshore Structures presents the typical causes of structural failure and their mechanisms, discusses the most up-to-date methods for evaluation and structural assessment, and explains the best project management strategies from the feasibility stage through operations and maintenance. Numerous types of structures are examined and are further illustrated by relevant case studies. Features: Examines the probability of several types of structural failure and includes reliability analysis. Presents best practices for predicting the structural lifetime for both onshore and offshore structures and reviews the most advanced methods for repair. Includes numerous practical case studies of structural failure and offers mitigation strategies depending of type of structure.
Assessment, Evaluation, and Repair of Concrete, Steel, and Offshore Structures
by Mohamed Abdallah El-ReedyCivil engineers must assure that buildings have long and durable lives, and therefore structural assessment and repair are routinely required and must be performed with the utmost accuracy and professionalism. Assessment, Evaluation, and Repair of Concrete, Steel, and Offshore Structures presents the typical causes of structural failure and their mechanisms, discusses the most up-to-date methods for evaluation and structural assessment, and explains the best project management strategies from the feasibility stage through operations and maintenance. Numerous types of structures are examined and are further illustrated by relevant case studies. Features: Examines the probability of several types of structural failure and includes reliability analysis. Presents best practices for predicting the structural lifetime for both onshore and offshore structures and reviews the most advanced methods for repair. Includes numerous practical case studies of structural failure and offers mitigation strategies depending of type of structure.
Assessment, Evaluation and Sex and Relationships Education: A practical toolkit for education, health and community settings (PDF)
by Lisa Handy Sam Beal Simon Blake Stella MuttockYoung people consistently describe SRE in schools as 'too little, too late and too biological' - they say they want better SRE. This hugely popular practical guide highlights why assessment and evaluation are fundamental to effective sex and relationships education. This second edition has been fully updated and gives practitioners clear advice on how assessment and evaluation can be used in SRE. Assessment, Evaluation and Sex & Relationships Education includes: an overview of best practice in SRE; a summary of the theory and practice of assessment and evaluation; activities to assess the learning and development of individuals; activities to evaluate and review teaching approaches. This guide will assist educators to support children and young people in accessing relevant information, developing emotional and social skills, and clarifying beliefs and values about sex and relationships.
Assessment for Dyslexia and Learning Differences: A Concise Guide for Teachers and Parents
by Gavin Reid Jennie GuiseFilling a hole in the market for an informative and user-friendly guide to the topic, this is a go-to guide for any parent or teacher.Positive, empowering and written to suit an international audience, this guide is essential reading for education professionals and parents of children with dyslexia and other learning differences. It includes practical strategies, useful websites and resources, as well as ways of recognising early on that your child or pupil has dyslexia. The authors, experienced dyslexia and learning differences consultants, highlight the importance of effective and positive communication between home and school, as well as with the child.Assessment for Dyslexia and Learning Differences is the perfect pocket guide for busy professionals and parents, who will be able to read it one sitting or alternatively dip in and out of it as they please.
Assessment for Education: Standards, Judgement and Moderation
by Professor Claire Maree Wyatt-Smith Professor Val Klenowski'This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.' - Professor Mary James, University of Cambridge, President, British Educational Research Association 'Highly readable and thoroughly researched, this call for a new vision of education deserves to be ready by all those who share the concern to shape today's assessment practices to meet the needs of tomorrow's society.' - Professor Patricia Broadfoot, CBE, University of Bristol Do you need a practical guide to assessment, curriculum and policy? Are you also looking for a book that is firmly grounded in theory and professional practice? This book makes assessment processes transparent for practitioners, and shows how assessment should align with curriculum and teaching for success in education. The book will show you how practitioner use of achievement standards can improve learning, equity, social justice and accountability. Inside this book, you will learn about: Quality assessment and judgement practice Relationships across curriculum, assessment, teaching and learning Front-ending assessment based on the learner's needs Practitioner judgement approaches and standards The conditions under which teacher assessment can be valid Principles derived from research of social moderation practices Assessment for Education is the perfect guide for students, researchers, academics and teaches, and anyone working in curriculum and assessment policy.
Assessment for Education: Standards, Judgement and Moderation (PDF)
by Professor Claire Maree Wyatt-Smith Professor Val Klenowski'This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.' - Professor Mary James, University of Cambridge, President, British Educational Research Association 'Highly readable and thoroughly researched, this call for a new vision of education deserves to be ready by all those who share the concern to shape today's assessment practices to meet the needs of tomorrow's society.' - Professor Patricia Broadfoot, CBE, University of Bristol Do you need a practical guide to assessment, curriculum and policy? Are you also looking for a book that is firmly grounded in theory and professional practice? This book makes assessment processes transparent for practitioners, and shows how assessment should align with curriculum and teaching for success in education. The book will show you how practitioner use of achievement standards can improve learning, equity, social justice and accountability. Inside this book, you will learn about: Quality assessment and judgement practice Relationships across curriculum, assessment, teaching and learning Front-ending assessment based on the learner's needs Practitioner judgement approaches and standards The conditions under which teacher assessment can be valid Principles derived from research of social moderation practices Assessment for Education is the perfect guide for students, researchers, academics and teaches, and anyone working in curriculum and assessment policy.
Assessment for Equity and Inclusion: Embracing All Our Children
by A. Lin GoodwinHow students are assessed can determine not only the quality, type, and degree of education they receive, but has long-term consequences for their future. Assessment by standardized testing often labels poor and minority children in ways that exclude them from opportunities, while failing to measure their true potential. Assessment for Equity and Inclusion confronts the debate between standardized testing and alternative assessment methods, locating strategies of assessment by which students are included rather than excluded.
Assessment for Equity and Inclusion: Embracing All Our Children
by A. Lin GoodwinHow students are assessed can determine not only the quality, type, and degree of education they receive, but has long-term consequences for their future. Assessment by standardized testing often labels poor and minority children in ways that exclude them from opportunities, while failing to measure their true potential. Assessment for Equity and Inclusion confronts the debate between standardized testing and alternative assessment methods, locating strategies of assessment by which students are included rather than excluded.
Assessment for Experiential Learning (Routledge Research in Education)
by Cecilia Ka ChanChan’s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students’ approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students’ ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes. Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders – understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance.
Assessment for Experiential Learning (Routledge Research in Education)
by Cecilia Ka ChanChan’s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students’ approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students’ ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes. Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders – understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance.
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
by Rola Ajjawi Joanna Tai David Boud de St Jorre, Trina JorreBringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
by Rola Ajjawi Joanna Tai David Boud Trina Jorre De St JorreBringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.
Assessment for Language Teaching (Elements in Language Teaching)
by null Aek Phakiti null Constant LeungThis Element reviews the key foundational concepts, beliefs, and practices underpinning approaches to assessment in English Language Teaching. Exploring major concepts and practices through educational, social, and ethical perspectives, it offers theoretically informed and close-to-practice descriptions and up-to-date explanations of the affordances and limitations of different assessment approaches related to language teaching. This Element presents a cohesive and pragmatic framework that allows teachers to efficiently implement tests and assessments in their contexts.
Assessment for Learning: Twenty Years Of Research And Practice In Uk And Us Classrooms (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Chris Harrison Dylan Wiliam Paul Black Bethan Marshall Clara Lee“This is a surprising and welcome book… a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching.”TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.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.This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.
Assessment For Learning: Meeting The Challenge Of Implementation (The\enabling Power Of Assessment Ser. #4)
by Dany Laveault Linda AllalThis book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
Assessment For Learning: Meeting The Challenge Of Implementation (The\enabling Power Of Assessment Ser. #4)
by Dany Laveault Linda AllalThis book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
Assessment For Learning: Why, What And How?
by Dylan WiliamWhat are the most cost-effective ways of ensuring that today's students have the skills they need for an uncertain and unpredictable future? In this lecture, Dylan William argues that if we are serious about raising student achievement, the only way to do this is by investing in the professional development of teachers. Not all investments are equally effective, and some, such as helping teachers make greater use of assessment for learning, are more effective than others, such as increasing teacher content knowledge. If we are to be successful, however, as well as being clear about what we want teachers to do differently, we have to understand why changing teachers' practice is so difficult. This will require radical changes in the way we treat teacher professional development.
Assessment for Learning and Teaching in Primary Schools (Achieving QTS Series)
by Cynthia Martin Mary Briggs Angela Woodfield Peter SwattonThis core text for primary trainee teachers is a clear introduction to the different kinds of assessment and their purposes. Throughout the book, tasks encourage the reader to practise assessment skills and to reflect on planning, listening, questioning, observing, diagnosing and target-setting. This second edition is referenced throughout to the 2007 QTS Standards and has been fully updated to reflect the Primary National Strategy and key initiatives such as Every Child Matters. There is increased emphasis on peer assessment and target-setting linked to personalised learning. In addition, new material on Early Years observation and foundation/core subjects has been added.
Assessment for Learning and Teaching in Primary Schools (Achieving QTS Series)
by Cynthia Martin Mary Briggs Angela Woodfield Peter SwattonThis core text for primary trainee teachers is a clear introduction to the different kinds of assessment and their purposes. Throughout the book, tasks encourage the reader to practise assessment skills and to reflect on planning, listening, questioning, observing, diagnosing and target-setting. This second edition is referenced throughout to the 2007 QTS Standards and has been fully updated to reflect the Primary National Strategy and key initiatives such as Every Child Matters. There is increased emphasis on peer assessment and target-setting linked to personalised learning. In addition, new material on Early Years observation and foundation/core subjects has been added.