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Author: G. Hughes Publisher: Springer ISBN: 1137267224 Category : Social Science Languages : en Pages : 232
Book Description
Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.
Author: G. Hughes Publisher: Springer ISBN: 1137267224 Category : Social Science Languages : en Pages : 232
Book Description
Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.
Author: G. Hughes Publisher: Springer ISBN: 1137267224 Category : Social Science Languages : en Pages : 205
Book Description
Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.
Author: Gwyneth Hughes Publisher: Springer ISBN: 1137565020 Category : Education Languages : en Pages : 269
Book Description
This innovative book offers a new approach to assessment in which learners can follow their own learning journey using cumulative feedback or measurements of distance travelled from different starting points. Education currently mirrors the values and practices of a highly competitive world with testing, grading and monitoring of standards becoming its driving forces. Competition may stimulate high achievers, but may also demotivate or even damage the rest. Ipsative feedback (on progress) and personal learning gain measurements are often hidden. A range of global case studies from school and higher education illustrate four themes: the benefits of ipsative feedback, making good use of learning gain measurement, the challenges of implementing these novel practices and how to combine new approaches with traditional assessment methods. Exploring the difficulties of turning the tables on hierarchies based on achievement and whether it is fair to elevate progress, this book will be the start of conversations about a future that is not obsessed with testing and grades.
Author: Tita Beaven Publisher: Research-publishing.net ISBN: 2490057863 Category : Foreign Language Study Languages : en Pages : 171
Book Description
The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets.
Author: Freeman, Richard Publisher: Routledge ISBN: 1135363587 Category : Education Languages : en Pages : 339
Book Description
This title outlines a set of principles and analytical methods that can be adapted to different assessment scenarios designed to enable readers to construct their own effective methods for assessment. Guidelines for design and methods of planning, choosing and implementation are provided.
Author: Jan McArthur Publisher: Bloomsbury Publishing ISBN: 1474236073 Category : Education Languages : en Pages : 227
Book Description
Assessment for Social Justice takes the established idea of 'assessment for learning' and extends it to consider how assessment contributes to social justice within and through higher education. Jan McArthur invites the reader to rethink familiar positions on assessment and fairness and seeks to explore the full complexity of a critical theory-inspired notion of social justice. She positions her work in contrast to more procedural approaches to social justice, such as John Rawls's influential theorisation of social justice. In contrast, McArthur draws on the work of third generation critical theorist, Axel Honneth, and takes inspiration from Honneth's three realms of mutual recognition in order to reconsider the nature of assessment relationships and practices. A further theoretical strand is introduced in the form of social practice theory, and particularly the work of Theodore Shatzki. McArthur provides a theoretically rigorous understanding of assessment as a social practice, and as a vehicle both for and against social justice. Together with critical theory, this work enables a realizable vision of an alternative approach to assessment in higher education, where the underlying aim is greater social justice. McArthur argues that students must be nurtured to recognise the social contribution that they can make as a result of engaging with knowledge in higher education, rather than defining their achievements in terms of a mark, grade or degree classification.
Author: Vorya Dastyar Publisher: Cambridge Scholars Publishing ISBN: 1527522180 Category : Language Arts & Disciplines Languages : en Pages : 332
Book Description
This book is the first and only dictionary on education and assessment in the context of translator and interpreter training. It offers the reader in-depth and up-to-date knowledge regarding key issues of the education and assessment of translators and interpreters, including how best to train translators and interpreters and how best to assess their performance in pedagogical settings. It contains key terms defined and discussed with a broad focus, and arranged alphabetically. It will serve as a valuable resource for academic researchers, educators, and assessors in translation and interpreting studies, as well as practitioners and students of translation and interpreting studies.
Author: Brooks, Val Publisher: McGraw-Hill Education (UK) ISBN: 0335206379 Category : Education Languages : en Pages : 209
Book Description
The entire text is devoted to assessment and therefore it is able to offer an in-depth consideration of aspects of assessment which exercise teachers at the beginning of their career, for example the relationship between assessment and learning, how assessment contributes to planning, ways of marking pupils' work, writing reports for parents and meetings with parents.
Author: Tina Isaacs Publisher: SAGE ISBN: 1446275396 Category : Education Languages : en Pages : 177
Book Description
Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide: - clear definitions - accounts of the key issues - authoritative and reliable information - suggestions for further reading Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment. Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London. Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick. Graham Herbert was most recently Director of the CIEA. Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment. Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.
Author: Claire McLachlan Publisher: Springer Nature ISBN: 9811959595 Category : Education Languages : en Pages : 353
Book Description
This book describes the use of data systems in early childhood settings (birth to eight years) for the purposes of assessment, evaluation and curriculum planning. It presents an international collection of research examining ways in which teachers and researchers have revisited notions of what constitutes effective assessment, revised ways in which they assess children’s learning and development and use the knowledge gained for curriculum planning. It offers insights into contemporary research on how teachers and children are engaging with data systems as part of effective assessment and how these approaches influence practice. This book presents recent theorizing and examples of research which have investigated innovative approaches to assessment using data systems in early years settings. It represents both early childhood and junior primary contexts and includes research which focusses on teachers’ perspectives and reflections on use of data systems. It also examines research which reflects on what children gain from being involved in these data systems.
Author: G. Hughes
Author: G. Hughes
Author: G. Hughes
Author: Gwyneth Hughes
Author: Tita Beaven
Author: Freeman, Richard
Author: Jan McArthur
Author: Vorya Dastyar
Author: Brooks, Val
Author: Tina Isaacs
Author: Claire McLachlan