Assessment Learning and Employability (Society for Research Into Higher Education)

Assessment Learning and Employability (Society for Research Into Higher Education) Review

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Assessment Learning and Employability (Society for Research Into Higher Education) Feature

What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed?

In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it.

The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed.

The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed.

Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.

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Teaching Learning and Assessment

Teaching Learning and Assessment Review

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Teaching Learning and Assessment Feature

"This down-to-earth and timely book demonstrates that assessment is at the very heart of the teaching and learning process. It gives highly practical ideas and strategies to help make learning powerful and effective. It reminds us not only about what works in classrooms but also about what works in adult learning and informal learning too."
Steve Munby, Chief Executive, National College for School Leadership, UK

This book deals with formative assessment, that is, assessment designed to inform and enhance learning, rather than simply produce test results and qualifications. Formative assessment considers how pupils learn, what they learn and why, and encourages pupils to direct their own learning.

Based on real life experiences of students and teachers, this book develops a practical framework for thinking about formative assessment, based on a five-year research project undertaken by Portsmouth Local Authority schools and the University of Sussex. Rich in case studies, quotations, examples and recommendations collected from the project, the book offers practical advice for making formative assessment work.

Its key features include:

A framework for formative assessment

Focus on professional and whole-school development

Prompts for reflection

Real-life examples and case studies from work carried out by pupils, teachers, assistants and leaders The central message is that assessment should be fundamental to the whole learning process, and is as relevant to early years as to primary, secondary and post-compulsory settings across the curriculum.

Teaching, Learning and Assessment is important reading for all teachers whether undertaking initial teacher training or continuing professional development.

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Multicultural Psychoeducational Assessment

Multicultural Psychoeducational Assessment Review

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Multicultural Psychoeducational Assessment Feature

"[A] very useful resource, not only for psychologists and education professionals, but universally, for all those experts interested in multicultural assessment."

--Heikki Lyytinen, PhD
Professor of Developmental Neuropsychology
University of Jyväskylä, Finland

This volume provides a thorough and provocative examination of how different cultures measure intelligence and skill, why they use the tools they use, and how their assessment methods are changing in the globalizing world.

The contributors discuss the extent to which methods of assessment are limited and culture-bound. These methods must be revised and adapted to become relevant to foreign cultures. To this end, this book uses theoretical models and empirical studies to explore the use and validity of standardized tests, language and literacy tests, job interviews, and other methods of assessment across various cultures from both developed and developing countries.

Key topics include:

• National and international standards and guidelines for test development and use
• Limitations of Western assessment tools for populations in the developing world
• The challenges of measuring abilities and competencies in Hispanics/Latinos
• Developing and adapting language and literacy assessments in Arabic-speaking countries
• Assessing competencies in reading and mathematics in Zambian children

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INVESTIGATING FORMATIVE ASSESSMENT

INVESTIGATING FORMATIVE ASSESSMENT Review

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INVESTIGATING FORMATIVE ASSESSMENT Feature

* How do teachers assess the ordinary classroom work of young children? * How do pupils understand and respond to that assessment - does it help or hinder their development? * How can classroom assessment be developed to be more effective in assisting the learning process? This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas. The book is based on extensive video and audio tape recordings of classroom assessment 'incidents' along with interviews of teachers and pupils about the process of assessment.

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inFormative Assessment: When It's Not About a Grade (In A Nutshell Series)

inFormative Assessment: When It's Not About a Grade (In A Nutshell Series) Review

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inFormative Assessment: When It's Not About a Grade (In A Nutshell Series) Feature

In a nutshell, this resource examines how Routine inFormative Assessments, Reflective inFormative Assessments, and Rigorous inFormative Assessments can inform and improve teaching practices and student learning.

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Unlocking Assessment: Understanding for Reflection and Application (Unlocking Series)

Unlocking Assessment: Understanding for Reflection and Application (Unlocking Series) Review

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Unlocking Assessment: Understanding for Reflection and Application (Unlocking Series) Feature

Assessment is inextricably linked with learning and teaching, and its profile in British schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognised.

Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds.

This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.

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Assessment in Early Childhood Settings: Learning Stories

Assessment in Early Childhood Settings: Learning Stories Review

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Assessment in Early Childhood Settings: Learning Stories Feature

This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning.

The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners?

The book

· describes a way of assessment that stays close to the children's

r

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Practicing Positive Psychology Coaching: Assessment, Activities and Strategies for Success

Practicing Positive Psychology Coaching: Assessment, Activities and Strategies for Success Review

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Practicing Positive Psychology Coaching: Assessment, Activities and Strategies for Success Feature

Discover proven strategies for applyingpositive psychology within your coaching practice

Written by Robert Biswas-Diener, a respected researcher, psychologist, life and organizational coach, and expert in positive psychology, Practicing Positive Psychology Coaching presents a wide range of practical interventions and tools you can put to use right away in your coaching practice.

Each intervention is clearly outlined and, where appropriate, illustrated by case studies from organizational and life coaching. Providing unique assessments that can be used to evaluate client resources and goals, this practical guide introduces tools unique to this book that every professional can use in their practice, including:

• Findings from new research on goal commitment strategies, motivation, growth-mindset theory, and goal revision

• A decision tree for working specifically with Snyder's Hope Theory in the coaching context

• An easy-to-use assessment of "positive diagnosis," which measures client strengths, values, positive orientation toward the future, and satisfaction

• Measures of self-esteem, optimism, happiness, personal strengths, motivation, and creativity

• Guidance for leading clients through organizational and common life transitions including layoffs, leadership changes, university graduation, middle age, and retirement

Filled with reflective exercises for use in your own personal and professional development, Practicing Positive Psychology Coaching also includes guidance and recommendations for marketing a positive psychology coaching practice.

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Embedded Formative Assessment

Embedded Formative Assessment Review

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Embedded Formative Assessment Feature

If we are to maintain our status as one of the world s leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. Dylan Wiliam faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning. While there are many possible ways in which we could seek to develop the practice of serving teachers, attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes. Wiliam s view of formative assessment differs from the popular view in that he regards formative assessment as a process rather than a tool.

Wiliam outlines what formative assessment is, and what it is not, and presents the five key strategies of formative assessment:

1. Clarifying, sharing, and understanding learning intentions and criteria for success
2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning
3. Providing feedback that moves learning forward
4. Activating learners as instructional resources for one another
5. Activating learners as owners of their own learning

The book presents a summary of the research evidence that shows the impact of each strategy and offers a number of practical techniques that teachers have used to incorporate the strategy into their regular classroom practice.

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