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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Christopher DeLuca is an Associate Professor in Educational Assessment at the Faculty of Education, Queen's University, Kingston, Canada. His research examines the complex intersections of curriculum, pedagogy, and assessment as operating within evolving frameworks of educational accountability and standards-based teaching and learning. His work focuses primarily on developing and enhancing educators' assessment capacity to better support positive student learning experiences and outcomes. Sandra Johnson has extensive experience in teaching, research and assessment. She has served on government advisory committees on assessment, and provided assessment support and training for several international projects. She is a founding director of Assessment Europe, a founding member and Fellow of the Association for Educational Assessment - Europe, an Honorary Research Fellow in the University of Bristol's Graduate School of Education, and an Honorary Member of the European Educational Research Association's Network 9 (Assessment, Evaluation, Testing and Measurement).
Inhaltsangabe
Introduction: Developing assessment capable teachers in this age of accountability 1. Student teachers' appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence 2. Exploring the challenge of developing student teacher data literacy 3. Integrating assessment for learning in the teacher education programme at the University of Oslo 4. Assessment for equity: learning how to use evidence to scaffold learning and improve teaching 5. A rubric to track the development of secondary pre-service and novice teachers' summative assessment literacy 6. Professional controversies between teachers about their summative assessment 7. Standards of practice to standards of evidence: developing assessment capable teachers 8. Scaling up, writ small: using an assessment for learning audit instrument to stimulate site-based professional development, one school at a time 9. Developing teachers' capacities in assessment through career-long professional learning
Introduction: Developing assessment capable teachers in this age of accountability 1. Student teachers' appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence 2. Exploring the challenge of developing student teacher data literacy 3. Integrating assessment for learning in the teacher education programme at the University of Oslo 4. Assessment for equity: learning how to use evidence to scaffold learning and improve teaching 5. A rubric to track the development of secondary pre-service and novice teachers' summative assessment literacy 6. Professional controversies between teachers about their summative assessment 7. Standards of practice to standards of evidence: developing assessment capable teachers 8. Scaling up, writ small: using an assessment for learning audit instrument to stimulate site-based professional development, one school at a time 9. Developing teachers' capacities in assessment through career-long professional learning
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