Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment.
Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment.
Patrick Griffin held the Chair of Education (Assessment) at the University of Melbourne and was Associate Dean of the Melbourne Graduate School of Education and Director of the Assessment Research Centre in the Graduate School until his recent retirement. He led the global Assessment and Teaching 21st-Century Skills Project, run by the Assessment Research Centre, and was also Director of the Centre's Assessment and Learning Partnerships Project, on which the advice of this book is based. He has published widely on assessment and evaluation topics, including competency, language proficiency, industrial literacy, school literacy, numeracy profile development, portfolio assessment, and online assessment and calibration.
Inhaltsangabe
Introduction Patrick Griffin; 1. Assessment as the search for evidence of learning Patrick Griffin; 2 Collaborative teaching teams Patrick Griffin, Michael Francis and Pam Robertson; 3. Competence assessment: a clinical approach Patrick Griffin, Field Rickards and Michael Francis; 4. Conducting assessments: making sure the evidence of learning is interpretable Masa Pavlovic, Nafisa Awwal, Patrick Griffin and B. M. Monjurul Alom; 5. Judgement-based assessment Patrick Griffin, Michael Francis and Pam Robertson; 6. Writing rubrics Patrick Griffin and Michael Francis; 7. Self-regulated teaching and learning Patrick Griffin, Narelle English, Nives Nibali, Susan Harding and Lorraine Graham; 8. Building a development progression Patrick Griffin and Michael Francis; 9. Guttman analysis Patrick Griffin, Michael Francis and Pam Robertson; 10. Interpreting data to evaluate growth Patrick Griffin; 11. Developmental assessment for students with additional needs Kerry Woods and Bernadette Coles-Janess; 12. Case study: wilderness school, Adelaide, South Australia Heather De Blasio and Michael Francis; Annex 1. School leadership and assessment Michael Francis and Patrick Griffin; Annex 2. Using the online tests and reports: objective testing Masa Pavlovic, Nafisa Awwal, Patrick Griffin and B. M. Monjurul Alom.
Introduction Patrick Griffin; 1. Assessment as the search for evidence of learning Patrick Griffin; 2 Collaborative teaching teams Patrick Griffin, Michael Francis and Pam Robertson; 3. Competence assessment: a clinical approach Patrick Griffin, Field Rickards and Michael Francis; 4. Conducting assessments: making sure the evidence of learning is interpretable Masa Pavlovic, Nafisa Awwal, Patrick Griffin and B. M. Monjurul Alom; 5. Judgement-based assessment Patrick Griffin, Michael Francis and Pam Robertson; 6. Writing rubrics Patrick Griffin and Michael Francis; 7. Self-regulated teaching and learning Patrick Griffin, Narelle English, Nives Nibali, Susan Harding and Lorraine Graham; 8. Building a development progression Patrick Griffin and Michael Francis; 9. Guttman analysis Patrick Griffin, Michael Francis and Pam Robertson; 10. Interpreting data to evaluate growth Patrick Griffin; 11. Developmental assessment for students with additional needs Kerry Woods and Bernadette Coles-Janess; 12. Case study: wilderness school, Adelaide, South Australia Heather De Blasio and Michael Francis; Annex 1. School leadership and assessment Michael Francis and Patrick Griffin; Annex 2. Using the online tests and reports: objective testing Masa Pavlovic, Nafisa Awwal, Patrick Griffin and B. M. Monjurul Alom.
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