Assessment of LearningThis book takes a critical look at how students′ achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers′ judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment). |
Contents
| 1 | |
| 9 | |
Chapter 1 | 11 |
Chapter 2 | 25 |
Chapter 3 | 39 |
Chapter 4 | 49 |
Part II | 65 |
Chapter 5 | 67 |
Chapter 7 | 99 |
Part III | 115 |
Chapter 8 | 117 |
Chapter 9 | 133 |
References | 149 |
| 159 | |
| 163 | |
Chapter 6 | 81 |
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Common terms and phrases
ACCAC achievement activities approach ARG website aspects assessment by teachers assessment for learning assessment system awarding bodies changes Chapter classroom context coursework criteria decisions dents depend discussion end of Key England ensure evaluation evidence example external assessment external tests feedback focus formative and summative formative assessment Foundation Stage GCSE grades Harlen help learning high stakes identified impact individual students involved judged judgments Key Stage learners ment moderation procedures monitoring National Curriculum assessment national tests National Vocational Qualifications Northern Ireland NVQs on-going outcomes parents particular performance portfolio practice progress quality assurance quality control Queensland range relation relevant reliability reported role sample scores Scotland skills specific standards studies subjects summative purposes tasks teaching and learning test results tests and examinations tion understanding validity Vocational Qualifications Welsh Assembly Government whilst