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Author: National Society for the Study of Education Publisher: University of Chicago Press ISBN: 9780226901398 Category : Education Languages : en Pages : 316
Book Description
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms. This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
Author: National Society for the Study of Education Publisher: University of Chicago Press ISBN: 9780226901398 Category : Education Languages : en Pages : 316
Book Description
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms. This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
Author: Gavin T. L. Brown Publisher: ISBN: 9781604563221 Category : Education Languages : en Pages : 198
Book Description
The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (ie: teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analyses, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (eg: assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.
Author: National Research Council Publisher: National Academies Press ISBN: 0309165091 Category : Education Languages : en Pages : 248
Book Description
In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.
Author: National Research Council Publisher: National Academies Press ISBN: 030906998X Category : Education Languages : en Pages : 129
Book Description
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Author: National Research Council Publisher: National Academies Press ISBN: 0309293227 Category : Education Languages : en Pages : 383
Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: Claire Wyatt-Smith Publisher: Springer Science & Business Media ISBN: 1402099649 Category : Education Languages : en Pages : 320
Book Description
Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day.
Author: National Research Council Publisher: National Academies Press ISBN: 0309172861 Category : Education Languages : en Pages : 136
Book Description
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author: Gene E. Hall Publisher: John Wiley & Sons ISBN: 1118955870 Category : Education Languages : en Pages : 704
Book Description
Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today’s schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics—context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders—and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches Provides a single reference source for teachers, education leaders, and agency administrators Summarizes recent research and theory Offers evidence-based recommendations for practice Includes essays from established and emerging U.S. and international scholars Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.
Author: David Carless Publisher: Routledge ISBN: 1136467475 Category : Education Languages : en Pages : 341
Book Description
Research evidence indicates that formative assessment is one of the most effective ways of enhancing student learning. It is, however, difficult to implement successfully, principally because what is tested through summative assessment has such a powerful influence on teacher and student actions. This book scrutinizes the relationship between testing and learning from alternative perspectives to the dominant literature from the major Anglophone countries. It develops the notion of contextually grounded formative assessment practices by analyzing data from schools in the Confucian-heritage setting of Hong Kong. It explores questions such as: • Under what circumstances do tests support or hinder student learning? • How can teachers effectively prepare students for tests and appropriately follow up after tests? • What are the key socio-cultural influences impacting on testing and student learning in the classroom? • How do teachers change in their orientation towards assessment and what support do they require? This text is a valuable resource for education students, professionals and researchers, policy-makers and curriculum developers.
Author: National Society for the Study of Education
Author: National Society for the Study of Education
Author: Mark Wilson
Author: Gavin T. L. Brown
Author: National Research Council
Author: National Research Council
Author: National Research Council
Author: Claire Wyatt-Smith
Author: National Research Council
Author: Gene E. Hall
Author: David Carless