Developing Teachers’ Assessment Capacity

Developing Teachers’ Assessment Capacity
A Book

by Christopher DeLuca,Sandra Johnson

  • Publisher : Routledge
  • Release : 2019-11-22
  • Pages : 194
  • ISBN : 1351029088
  • Language : En, Es, Fr & De
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Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

Developing Teachers¿ Assessment Capacity

Developing Teachers¿ Assessment Capacity
A Book

by Christopher DeLuca,Sandra Johnson

  • Publisher : Routledge
  • Release : 2020-05
  • Pages : 194
  • ISBN : 9780367531966
  • Language : En, Es, Fr & De
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This book consolidates existing research on assessment education and provokes innovative and effective approaches to educating teachers and teachers-in-training about assessment. It was originally published as a special issue of Assessment in Teaching.

Developing Teachers’ Assessment Capacity

Developing Teachers’ Assessment Capacity
A Book

by Christopher DeLuca,Sandra Johnson

  • Publisher : Routledge
  • Release : 2019-12-13
  • Pages : 204
  • ISBN : 1351029096
  • Language : En, Es, Fr & De
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Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

Developing Teachers' Assessment Literacy

Developing Teachers' Assessment Literacy
A Tapestry of Ideas and Inquiries

by Kim Koh,Cecille DePass,Sean Steel

  • Publisher : Brill - Sense
  • Release : 2019
  • Pages : 130
  • ISBN : 9789004385658
  • Language : En, Es, Fr & De
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This book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers' assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

Learning and Education in Developing Countries: Research and Policy for the Post-2015 UN Development Goals

Learning and Education in Developing Countries: Research and Policy for the Post-2015 UN Development Goals
A Book

by D. Wagner

  • Publisher : Springer
  • Release : 2014-08-29
  • Pages : 162
  • ISBN : 1137455977
  • Language : En, Es, Fr & De
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This comprehensive and up-to-date review of learning and educational quality in developing countries, written by 16 highly knowledgeable specialists from around the world, provides policymakers and researchers accessible perspectives with the Millennium Development Goals in mind.

OECD Reviews of Evaluation and Assessment in Education Synergies for Better Learning An International Perspective on Evaluation and Assessment

OECD Reviews of Evaluation and Assessment in Education Synergies for Better Learning An International Perspective on Evaluation and Assessment
An International Perspective on Evaluation and Assessment

by OECD

  • Publisher : OECD Publishing
  • Release : 2013-04-11
  • Pages : 672
  • ISBN : 9264190651
  • Language : En, Es, Fr & De
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This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

Human Capital and Development

Human Capital and Development
Lessons and Insights from Korea's Transformation

by Ju-Ho Lee,Hyeok Jeong,Song Chang Hong

  • Publisher : Edward Elgar Publishing
  • Release : 2018
  • Pages : 328
  • ISBN : 1786436973
  • Language : En, Es, Fr & De
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During recent decades, Korea has been one of only a handful of countries that have made the successful transformation to become a developed nation by simultaneously achieving persistent economic growth combined with a democratic political system. Experts and political leaders worldwide have attributed this achievement to investments in people or, in other words, the power of education. Whilst numerous books have highlighted the role of industrial policies, technological growth, and international trade in Korea’s development process, this is one of the first to focus on the role of human capital. It shows how the accumulation of human capital aided transformation and helps explain the policies, strategies and challenges that Korea faces now and in the future.

Classroom Assessment and Educational Measurement

Classroom Assessment and Educational Measurement
A Book

by Susan M. Brookhart,James H. McMillan

  • Publisher : Routledge
  • Release : 2019-07-04
  • Pages : 286
  • ISBN : 042901760X
  • Language : En, Es, Fr & De
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Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.

Building Teachers' Capacity for Success

Building Teachers' Capacity for Success
A Collaborative Approach for Coaches and School Leaders

by Peter A. Hall,Alisa Simeral

  • Publisher : ASCD
  • Release : 2008
  • Pages : 196
  • ISBN : 1416607471
  • Language : En, Es, Fr & De
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Educators know that teachers are a school's most essential strength. In Building Teachers' Capacity for Success, authors Pete Hall (winner of the 2004 ASCD Outstanding Young Educator Award) and Alisa Simeral offer a straightforward plan to help site-based administrators and instructional coaches collaborate to bring out the best in every teacher, build a stronger and more cohesive staff, and achieve greater academic success. Their model of Strength-Based School Improvement is an alternative to a negative, deficit-approach focused on fixing what's wrong. Instead, they show school leaders how to achieve their goals by working together to maximize what's right. Filled with clear, proven strategies and organized around two easy-to-use tools--the innovative Continuum of Self-Reflection and a feedback-focused walk-through model--this book offers a differentiated approach to coaching and supervision centered on identifying and nurturing teachers' individual strengths and helping them reach new levels of professional success and satisfaction. Here, you'll find front-line advice from the authors, one a principal and the other an instructional coach, on just what to look for, do, and say in order to start seeing positive results right now.

Approaching Difficulties in Literacy Development

Approaching Difficulties in Literacy Development
Assessment, Pedagogy and Programmes

by Felicity Fletcher-Campbell,Janet Soler,Gavin Reid

  • Publisher : SAGE
  • Release : 2009-08-24
  • Pages : 320
  • ISBN : 1446202410
  • Language : En, Es, Fr & De
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This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

Curriculum, Syllabus Design, and Equity

Curriculum, Syllabus Design, and Equity
A Primer and Model

by Allan Luke,Annette Woods,Katie Weir

  • Publisher : Routledge
  • Release : 2013
  • Pages : 170
  • ISBN : 0415803195
  • Language : En, Es, Fr & De
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Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions involved, this book is distinctive in looking to the technical form of the curriculum rather than its content for solutions. The editors and contributors, all leading international scholars, advance a unified, principled approach to the design of curriculum and syllabus documents that aims for high quality/high equity educational outcomes and enhances teacher professionalism with appropriate system prescription. Stressing local curriculum development capacity and teacher professional responses to specific community and student contexts, this useful, practical primer introduces and unpacks definitions of curriculum, syllabus, the school subject, and informed professionalism; presents key principles of design; discusses a range of approaches; and offers clear, realistic guidelines for the tasks of writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Providing a foundational structure for syllabus design work, Curriculum, Syllabus Design, and Equity is relevant for teachers, teacher educators, and curriculum policy workers everywhere who are engaged in the real work of curriculum writing and implementation.

Assessment in Education

Assessment in Education
Implications for Leadership

by Shelleyann Scott,Donald E. Scott,Charles F. Webber

  • Publisher : Springer
  • Release : 2015-10-20
  • Pages : 314
  • ISBN : 331923398X
  • Language : En, Es, Fr & De
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This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.

Assessment for Equity and Inclusion

Assessment for Equity and Inclusion
Embracing All Our Children

by A. Lin Goodwin

  • Publisher : Psychology Press
  • Release : 1997
  • Pages : 335
  • ISBN : 0415914728
  • Language : En, Es, Fr & De
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How students are assessed can determine not only the quality, type, and degree of education they receive, but has long-term consequences for their future. Assessment by standardized testing often labels poor and minority children in ways that exclude them from opportunities, while failing to measure their true potential. Assessment for Equity and Inclusion confronts the debate between standardized testing and alternative assessment methods, locating strategies of assessment by which students are included rather than excluded.

Developing Teacher Leaders

Developing Teacher Leaders
How Teacher Leadership Enhances School Success

by Frank Crowther,Margaret Ferguson,Leonne Hann

  • Publisher : Corwin Press
  • Release : 2009
  • Pages : 187
  • ISBN : 1412963753
  • Language : En, Es, Fr & De
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With five new case studies, this revised edition shows principals and staff developers how to collaborate with teachers in fostering, developing, and supporting teacher leadership.

Best Practices for State Assessment Systems, Part I

Best Practices for State Assessment Systems, Part I
Summary of a Workshop

by National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards

  • Publisher : National Academies Press
  • Release : 2010-07-28
  • Pages : 94
  • ISBN : 9780309159128
  • Language : En, Es, Fr & De
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Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.

Assessment of Media Development in Mozambique: Based on UNESCO's Media Development Indicators

Assessment of Media Development in Mozambique: Based on UNESCO's Media Development Indicators
A Book

by Anonim

  • Publisher : UNESCO
  • Release : 2011
  • Pages : 132
  • ISBN : 9230010227
  • Language : En, Es, Fr & De
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Leadership of Assessment, Inclusion, and Learning

Leadership of Assessment, Inclusion, and Learning
A Book

by Shelleyann Scott,Donald E. Scott,Charles F. Webber

  • Publisher : Springer
  • Release : 2015-10-20
  • Pages : 367
  • ISBN : 3319233475
  • Language : En, Es, Fr & De
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This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers’ beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Developing Teachersʹ Expertise of Assessment for Learning

Developing Teachersʹ Expertise of Assessment for Learning
A Book

by Maseabata Rose Mary Molefe

  • Publisher : Unknown Publisher
  • Release : 2015
  • Pages : 340
  • ISBN : 9876543210XXX
  • Language : En, Es, Fr & De
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The study explores the experiences of 23 primary school teachers who participated in a nine-month professional development that focused on assessment for learning. The study addresses questions about teachersʹ knowledge of assessment for learning and their capacity to learn and implement the techniques; to describe teachersʹ beliefs and practices of assessment for learning before their participation in the teacher professional development programme, discover how reflective practices can influence teachers to enhance knowledge of assessment for learning, and to explore the depth of teachers learning after their participation in the teacher professional development programme.

Formative Assessment in United States Classrooms

Formative Assessment in United States Classrooms
Changing the Landscape of Teaching and Learning

by Cathy Box

  • Publisher : Springer
  • Release : 2018-12-12
  • Pages : 181
  • ISBN : 303003092X
  • Language : En, Es, Fr & De
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This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners. The author uses case studies to illuminate the complexity of teaching and the externally imposed and internally constructed contextual elements that affect assessment decision-making. In this book, Box argues effectively for a renewed vision for teacher professional development that centers around the needs of students in a knowledge economy. Finally, Box offers an overview of systemic changes that are needed in order for progressive teaching and relevant learning to take place.

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa

Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa
A Book

by World Bank

  • Publisher : World Bank Publications
  • Release : 2008-02-15
  • Pages : 140
  • ISBN : 9780821373491
  • Language : En, Es, Fr & De
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Economic and social changes, fast evolution of technology, and the growing importance of Internet services and international communications--all these require secondary education providers to adapt what is taught and learned in schools. However, in Africa the content of secondary curricula is in most cases ill-adapted to 21st century challenges, where young people are mobile, have access to 'more and instant information,' and face health threats such as HIV/AIDS. In addition, implementation problems exist, and the time for instruction is often much less then what is required by the prescribed secondary curriculum. In Africa there is a need to develop a secondary education curriculum adapted to the local economic and social environment, but with international-comparable performance indicators. This study analyzes that challenge: the quality of curricula and assessment, and their development processes in secondary education in Africa against the background of existing contexts, conditions, and ambitions on the one hand and current pedagogical thinking on the other. This World Bank Working Paper was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training.