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Author: Kathryn Ecclestone Publisher: McGraw-Hill Education (UK) ISBN: 0335239455 Category : Education Languages : en Pages : 245
Book Description
Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.
Author: Kathryn Ecclestone Publisher: McGraw-Hill Education (UK) ISBN: 0335239455 Category : Education Languages : en Pages : 245
Book Description
Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.
Author: Margaret Heritage Publisher: Corwin ISBN: 1544394217 Category : Education Languages : en Pages : 145
Book Description
The future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
Author: Ellen B. Mandinach Publisher: Corwin Press ISBN: 1412982049 Category : Business & Economics Languages : en Pages : 281
Book Description
"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.
Author: Elliott Seif Publisher: ISBN: 9781951075477 Category : Languages : en Pages : 256
Book Description
Develop students into curious explorers and independent thinkers. With Teaching for Lifelong Learning, you will discover a four-phase instructional framework that offers an accessible approach to implementing rigorous learning. Discover many practical ways to improve instruction, assessment, and curriculum that will empower students to not just thrive in the classroom today but also to continue growing long after leaving formal education. Get steps and approaches for each phase of instruction: (1) setting the stage, (2) building the foundation, (3) deepening learning, and (4) providing closure. Gain strategies and activities that are specific to each instructional phase, plus a core set of activities that work across all four phases. Understand what it means to commit to developing a growth mindset in students. Know what to look for in a curriculum when choosing or designing a new one. Review examples from various disciplines in elementary school, middle school, and high school classrooms. Contents: Introduction Chapter 1: Understanding Goals That Support Lifelong Learning Chapter 2: Adapting Instruction Chapter 3: Assessing Chapter 4: Developing a Curriculum Chapter 5: Applying Lifelong Learning Ideas to Project-Based Learning Chapter 6: Building a Lifelong Learning Program Epilogue References and Resources Index
Author: Maria Slowey Publisher: McGraw-Hill Education (UK) ISBN: 0335227929 Category : Education Languages : en Pages : 237
Book Description
"key arguments for policy and practice for lifelong learning in higher education." Higher Education Digest At the beginning of the 21st century it is increasingly clear to professionals at all levels of formal and informal education that we need to refresh the concept of lifelong learning. Most importantly, the concept needs to be expanded so that it is lifelong and lifewide, concerned not just with serial requirements of those already engaged, but also with the creation of opportunities for those who have not found the existing structures and processes accessible or useful. This book discusses resulting arguments about policy and practice in three parts: Part One focuses on the lifelong dimension, addressing in particular the changing nature of the student population. Part Two investigates the lifewide connections between higher education and other areas of social and economic life. Part Three offers a structural analysis, based on research on changing needs of learners, and setting out some key implications for higher education. Higher Education and the Lifecourse provides a timely analysis of the higher education sector and will be an important resource for graduate students, researchers, policy makers and senior managers within the fields of higher and post-compulsory education.
Author: Karin Hess Publisher: Corwin Press ISBN: 1506393780 Category : Education Languages : en Pages : 513
Book Description
For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM) when it comes to assessment. Now for the first time, the modules are packaged into one resource to help teachers evaluate the quality and premise of their current assessment system.
Author: Susan A. Ambrose Publisher: John Wiley & Sons ISBN: 0470617608 Category : Education Languages : en Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Publisher: Elsevier ISBN: 0080448941 Category : Education Languages : en Pages : 6964
Book Description
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
Author: Malcolm S. Knowles Publisher: Routledge ISBN: 1000072894 Category : Business & Economics Languages : en Pages : 407
Book Description
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Author: Kathryn Ecclestone
Author: Kathryn Ecclestone
Author: Margaret Heritage
Author: Ellen B. Mandinach
Author: Elliott Seif
Author: Maria Slowey
Author: Karin Hess
Author: Susan A. Ambrose
Author: 
Author: Malcolm S. Knowles
Author: Dylan Wiliam