Assessment Reform in Education: Policy and Practice

ISBN-13: 9789400735651 / Angielski / Miękka / 2013 / 216 str.

Rita Berry;Bob Adamson

Opis

This book discusses the recent assessment movements in the eastern and western worlds with particular focuses on the policies, implementation, and impacts of assessment reform on education. A new perspective of assessment sees assessment as a means to enhance learning.
This book examines the tensions, challenges and outcomes (intended and unintended) of assessment reform arising at the interface of policy and implementation, and implementation and student learning. The book reviews the experiences insights gained from research, and identifies the facilitators and hindrances to effective change. It reflects current thinking of assessment and provides the readers with ample background information of assessment development in many countries including USA, England, Scotland, Wales, Northern Ireland, Australia, Singapore, Taiwan, and Hong Kong.

Spis treści

Contents.- Foreword.- Acknowledgments.- List of Tables.- List of Figures.- Contributors.- Part 1 Assessment Reform Experiences.- 1 Assessment Reform Past, Present and Future: Rita Berry and Bob Adamson.- 2 Assessment for Learning: Research and Policy in the (dis)United Kingdom: Mary James.- 3 Assessment for Learning: US Perspectives: Jim Flaitz.- 4 Educational Assessment in Mainland China, Hong Kong and Taiwan: Rita Berry.- 5 Assessment Reform and Educational Change in Australia: Val Klenowski.- 6 Assessment for Learning Reform in Singapore – Quality, Sustainable or Threshold? Kelvin Tan.- 7 Assessment Reforms around the World: Rita Berry-. Part 2 Issues in the Spotlight.- 8 Engaging and Empowering Teachers in Innovative Assessment Practice: John Gardner, Wynne Harlen, Louise Hayward and Gordon Stobart.- 9 Teachers’ Feedback to Pupils: “Like so many bottles thrown out to sea”? Eleanore Hargreaves.- 10  Assessment for Learning in Language Classroom: Alice Chow and Pamela Leung.- 11 Assessment Reform: High-Stakes Testing and Knowing the Contents of Other Minds: David Scott.- 12 Assessment of Significant Learning Outcomes: Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James and Paul Newton.- 13 Developing Assessment for Learning in a Large-Scale Programme: Hak Ping Tam and Yu-Jen Lu.- 14 Embedding Assessment for Learning: Bob Adamson. Author Index. Subject Index. Foreword. Acknowledgments. List of Tables. List of Figures. Contributors .

O autorze

Editor

Rita Berry is an Associate Professor in the Department of Curriculum and Instruction, Hong Kong Institute of Education. She obtained her doctoral title from the University of Exeter UK but her teaching qualifications (main stream and slow learners) were obtained in Hong Kong. Dr Berry has extensive experience in teaching and has worked in schools and universities in the UK and Hong Kong. She is involved in many external and internal funded research projects and publishes widely in the area of assessment, learner autonomy, curriculum, and teaching education. Dr Berry develops and coordinates modules and programmes. She provides consultancy services and offers various kinds of professional upgrading training for teachers in and outside Hong Kong. Her research interests include assessment FOR/AS learning, classroom and school-based assessment, curriculum development and implementation, as well as autonomous learning and learning strategies.

Co-editor

Bob Adamson is a Professor at Hong Kong Institute of Education, where he is Head of the Department of International Education and Lifelong Learning. Prior to this, he was Head of the Curriculum and Instruction and the Director of Graduate Programmes. He has worked in schools, colleges and universities in France, mainland China, Hong Kong, Australia and the United Kingdom, before assuming his current position at the Hong Kong Institute of Education in September 2006. Prof Adamson is a former Honorary Director of the Comparative Education Research Centre at the University of Hong Kong, and Past President of the Comparative Education Society of Hong Kong. He has carried out consultancies for the People’s Education Press, China; Ohana Foundation, California; and UNICEF. Prof Adamson has published extensively in the field of curriculum studies, with a particular focus on English language teaching and comparative education.

Blurb

The early 21^st century saw education reforms in many countries that were driven by new economic imperatives and that generally called for a realignment of assessment concepts to match the prevailing educational goals. Divided into two sections and fourteen chapters, this book provides an interpretation of why current assessment policies take the form that they do and the role and status of assessment for learning in the policy-making debates, and identifies the problems and challenges that have occurred and the resolutions that might be proposed. The chapters in the first section, assessment reform experiences, review the history and development of assessment policy and practice in different countries around the world and focus on the issues related to assessment reform in these countries. The salient features of the issues identified are discussed in the second section, issues in the spotlight, of the book. The chapters in this section analyze the origins/causes and discuss complexities, tensions, dilemmas and/or possibilities associated with the issue as well as setting out the implications of the issue for the future of assessment reform, and possible ways forward.