Assessment for learning : meeting the challenge of implementation
著者
書誌事項
Assessment for learning : meeting the challenge of implementation
（The enabling power of assessment, 4）
Springer, c2016
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注記
Includes bibliographical references
内容説明・目次
内容説明
This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning.
The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms.
Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
目次
- 1. Implementing Assessment for Learning: Theoretical and Practical Issues
- Dany Laveault and Linda Allal.- PART I: Assessment Policy Enactment in Education Systems.- 2. Assessment Policy Enactment in Education Systems: A Few Reasons to Be Optimistic
- Dany Laveault.- 3. Making Meaning of Assessment Policy in Australia through Teacher Assessment Conversations
- Lenore Adie and Jill Willis.- 4. Effective Enactment of Assessment for Learning and Student Diversity in Australia
- J. Joy Cumming and Fabienne M. van der Kleij.- 5. Formative Assessment Policy and its Enactment in the Philippines
- Patrick Griffin, Louie Cagasan, Esther Care, Alvin Vista, and Fe Nava.- 6. Communication and Collaboration: The Heart of Coherent Policy and Practice in New Zealand Assessment
- Jenny Poskitt.- 7. More than Good Intentions: Policy and Assessment for Learning in Scotland
- Ernest Spencer and Louise Hayward.- PART II: Professional Development and Collaborative Learning about Assessment.- 8. Building Capacity: Professional Development and Collaborative Learning about Assessment
- Dany Laveault.- 9. Implementing Assessment for Learning in Canada: The Challenge of Teacher Professional Development
- Christopher DeLuca, Adelina Valiquette, and Don A. Klinger.- 10. Teachers' Professional Development in the Context of Collaborative Research: Toward Practices of Collaborative Assessment for Learning in the Classroom
- Lucie Mottier Lopez and Fernando Morales Villabona.- 11. Cooperative Learning about Assessment for Learning
- Kari Smith.- 12. Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together
- Sue Swaffield, Roszalina Rawi, and Amanda O'Shea.- 13. Implementing High Quality Assessment for Learning: Mapping as a Professional Development Tool for Understanding the What to Learn, Why to Learn It, and How to Learn It
- Maria Araceli Ruiz-Primo.- 14. Assessment for Learning: A Framework for Educators' Professional Growth and Evaluation Cycles
- Anne Davies, Sandra Herbst, and Ann Sherman.- PART III: Assessment Culture and the Co-Regulation of Learning.- 15. The Co-Regulation of Student Learning in an Assessment for Learning Culture
- Linda Allal.- 16. Assessment Culture vs. Testing Culture: The Impact on Assessment for Learning
- Menucha Birenbaum.- 17. The Role of Classroom Assessment in Supporting Self-Regulated Learning
- Heidi Andrade and Susan M. Brookhart.- 18. Scaffolding Self-Regulated Learning through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation
- Ernesto Panadero, Anders Jonsson, and Jan-Willem Strijbos.- 19. Assessment for Learning: Co-Regulation In and As Student-Teacher Interaction
- Margaret Heritage.- 20. Supporting Students' Learning: From Teacher Regulation to Co-Regulation
- Louise Bourgeois.
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