This book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects. This book explores the influence that Black has had within educational settings, focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways that scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of…mehr
This book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects. This book explores the influence that Black has had within educational settings, focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways that scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of shared educational concerns and values drawing on the natural and social sciences as well as developments in public policy. These concerns and values, with their emphasis on teacher assessment, provide a basis for a strategic, informed and coherent response to challenges in education, such as the cancellation of public examinations in the face of the Covid-19 pandemic.
Christine Harrison is Professor in Science Education at King's College London, UK. Constant Leung is Professor of Educational Linguistics at King's College London, UK. David Pepper is Lecturer in International Education at King's College London, UK.
Inhaltsangabe
List of Contributors Introduction Chris Harrison (King's College London UK) 1. Paul Black - A Reflection On The Journey To Educational Research (1930 - 1976) Simon Black 2. Foreword: An Appreciation Of The Contribution Of Paul Black To National Policy On Curriculum And Assessment Margaret Brown (King's College London UK) 3. Putting Learners At The Heart Of The Assessment System Dylan Wiliam (UCL Institute of Education UK) 4. Inspiring Change In Classroom Assessment Gordon Stobart (UCL Institute of Education UK) Jo-Anne Baird (University of Oxford UK) and Louise Hayward (University of Glasgow Scotland) 5. Unifying The Purposes Of Teacher Assessment Wynne Harlen (University of Bristol UK 6. The Revolutionary International Transformation of Educational Assessment Rick Stiggins (Assessment Training Institute Portland USA) 7. The Impact of Two Key Themes from Paul Black's Work on U.S. K-12 Policy and Practice Margaret Heritage and Caroline Wylie (University of California Los Angeles USA) 8. The role of teachers in making and moderating assessment judgements: Opening the black box to challenge paradigms in Australia Claire Wyatt-Smith and Lenore Adie (Australian Catholic University Australia) 9. Student Involvement in Assessment: Queensland Teacher Repertoires of Practice Val Klenowski and Jill Willis (Queensland University of Technology Australia) 10. Assessment for equity: The role of formative assessment Dennis Alonzo Chris Davison (University of New South Wales Australia) and Pasi Salhberg (Southern Cross University Australia) 11. Changing the Culture of Classrooms Changing the Responsibility of Students Jo Boaler (Stanford Graduate School of Education USA) 12. Using Research to Inform Practice and Teaching to Shape Research Paul Spenceley and Chris Harrison (King's College London UK) 13. Mapping the roads of learning: Linking learning progressions with assessments Mark Wilson (University of California Berkeley USA) 14. Certificating Learning on the Basis of Teacher Assessment Paul E. Newton (Ofqual UK) 15. Braiding research practice policy and dissemination Bronwen Cowie (University of Waikato New Zealand) 16. Research design principles for dynamic teacher-researcher collaboration: Two stars and a wish Natasha Serret (Nottingham Trent University Institute of Education UK) and Catarina F. Correia (UCL Institute of Education UK) Chronological list of Paul Black's key publications
List of Contributors Introduction Chris Harrison (King's College London UK) 1. Paul Black - A Reflection On The Journey To Educational Research (1930 - 1976) Simon Black 2. Foreword: An Appreciation Of The Contribution Of Paul Black To National Policy On Curriculum And Assessment Margaret Brown (King's College London UK) 3. Putting Learners At The Heart Of The Assessment System Dylan Wiliam (UCL Institute of Education UK) 4. Inspiring Change In Classroom Assessment Gordon Stobart (UCL Institute of Education UK) Jo-Anne Baird (University of Oxford UK) and Louise Hayward (University of Glasgow Scotland) 5. Unifying The Purposes Of Teacher Assessment Wynne Harlen (University of Bristol UK 6. The Revolutionary International Transformation of Educational Assessment Rick Stiggins (Assessment Training Institute Portland USA) 7. The Impact of Two Key Themes from Paul Black's Work on U.S. K-12 Policy and Practice Margaret Heritage and Caroline Wylie (University of California Los Angeles USA) 8. The role of teachers in making and moderating assessment judgements: Opening the black box to challenge paradigms in Australia Claire Wyatt-Smith and Lenore Adie (Australian Catholic University Australia) 9. Student Involvement in Assessment: Queensland Teacher Repertoires of Practice Val Klenowski and Jill Willis (Queensland University of Technology Australia) 10. Assessment for equity: The role of formative assessment Dennis Alonzo Chris Davison (University of New South Wales Australia) and Pasi Salhberg (Southern Cross University Australia) 11. Changing the Culture of Classrooms Changing the Responsibility of Students Jo Boaler (Stanford Graduate School of Education USA) 12. Using Research to Inform Practice and Teaching to Shape Research Paul Spenceley and Chris Harrison (King's College London UK) 13. Mapping the roads of learning: Linking learning progressions with assessments Mark Wilson (University of California Berkeley USA) 14. Certificating Learning on the Basis of Teacher Assessment Paul E. Newton (Ofqual UK) 15. Braiding research practice policy and dissemination Bronwen Cowie (University of Waikato New Zealand) 16. Research design principles for dynamic teacher-researcher collaboration: Two stars and a wish Natasha Serret (Nottingham Trent University Institute of Education UK) and Catarina F. Correia (UCL Institute of Education UK) Chronological list of Paul Black's key publications
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