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Questions About This Book?
What version or edition is this?
This is the 2nd edition with a publication date of 3/5/2012.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition 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. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: " New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning " Teacher-friendly assessment topics " Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment.
Table of Contents
|Purposes and Practice|
|Assessment for Learning in the Classroom|
|Professional Learning as a Condition for Assessment for Learning|
|From Teachers to Schools: Scaling Up Professional Development for Formative Assessment|
|Alternative Perspectives on Learning Outcomes: Challenges for Assessment|
|On the Relationship between Assessment for Formative and Summative Purposes|
|Quality Assessment Practice|
|Assessment and Learning: the Learner's Perspective|
|Instrumentalism and Achievement: a Socio-Cultural Understanding of Tensions in Vocational Education|
|Policy and Practice in Assessment for Learning: the Experience of Selected Oecd Countries|
|The Role of Assessment in Developing Motivation for Learning|
|Assessment in Harmony with Our Understanding of Learning: Problems and Possibilities|
|Developing a Theory of Formative Assessment|
|Validity and Reliability|
|Validity in Formative Assessment|
|The Reliability of Assessments|
|Validity, Purpose and the Recycling of Results from Educational Assessments|
|Assessment for Learning: a Compelling Conceptualization|
|Table of Contents provided by Publisher. All Rights Reserved.|