A major source of practice-based theory on assessment for learning, an approach which supports individual development and motivates learners, the book covers key areas including:
The practice of learning for assessment in the classroom
Developing motivation for learning
Professional learning and assessment for learning
Assessment and theories of learning.
|Edition description:||New Edition|
|Product dimensions:||6.98(w) x 9.50(h) x 0.53(d)|
About the Author
Professor John Gardner (PhD MSc PGCE BSc FBCS CITP CEng AcSS FCIEA) is Deputy Principal (Education and Students) at the University of Stirling. His main research and teaching interests include policy and practice in all sectors of education, particularly in relation to assessment and information technology.He has over 120 academic publications and has authored or co-authored seven books, the most recent being: Assessment and Learning (2012, Sage), Developing Teacher Assessment (2010, McGraw-Hill/Open University) and The Classroom X-Factor (2011, Routledge).
Table of ContentsAssesment and Learning: Introduction - John GardnerPART ONE: PURPOSES AND PRACTICEAssessment for Learning in the Classroom - Paul Black and Dylan WiliamProfessional Learning as a Condition for Assessment for Learning - Dave Pedder and Mary JamesFrom Teachers to Schools: Scaling up Professional Development for Formative Assessment - Siobhan Leahy & Dylan WiliamAlternative Perspectives on Learning Outcomes: Challenges for Assessment - Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James & Paul NewtonOn the Relationship between Assessment for Formative and Summative Purposes - Wynne HarlenQuality Assessment Practice - John GardnerPART TWO: IMPACTAssessment and Learning: the Learner's Perspective - Louise HaywardInstrumentalism and Achievement: A Sociocultural Understanding of Tensions in Vocational Education - Kathryn EcclestonePolicy and Practice in Assessment for Learning: The Experience of Selected OECD Countries - Judy SebbaThe Role of Assessment in Developing Motivation for Learning - Wynne HarlenPART THREE: THEORYAssessment in Harmony with Our Understanding of Learning: Problems and Possibilities - Mary James, with Jenny LewisDeveloping a Theory of Formative Assessment - Paul Black and Dylan WiliamPART FOUR: VALIDITY AND RELIABILITYValidity in Formative Assessment - Gordon StobartThe Reliability of Assessments - Paul Black & Dylan WiliamValidity, Purpose and the Recycling of Results from Educational Assessments - Paul NewtonConcluding RemarksAssessment for Learning: A Compelling Conceptualization - John Gardner