Practical Classroom Assessment
Second Edition
Kylie Readman, Bill Allen, Nathanael Reinertsen
Also available as:
$103.95 AUD
- ISBN:
- 9780190325428
- Published:
- 6 Jun 2020
- Availability:
- 472
Assessment is central to learning. It is not just about testing or measuring learning; it is a key part of the whole learning process. Positive experiences of assessment can enable students' capacity for self-directed learning throughout life, making them curious, goal-orientated, aware of success criteria (or able to formulate their own criteria), and effective evaluators of their own work.
There have been significant changes in how
curriculum authorities, schools and teachers approach learning, teaching and assessment. Teachers need to know how to design effective and engaging assessment, how to assist and encourage their students, how to
provide feedback that enables learning, how to make judgements and to measure the extent to which students reached the standards at the end of a learning period, how to interpret data and report on students' progress.
This text demonstrates how and why assessment should be firmly embedded in the day-to-day practices of teaching and learning. Teachers learn as much from the assessment as their students do. The reflective practices required to capitalise on this knowledge
to further learning are addressed throughout the book.
This book will give pre-service teachers, and current teachers as well, ways of developing the skills, competencies and
confidence necessary to conduct assessments that will complement their teaching and enrich their students' learning.
Part 1: Assessment Principles
1. Developing Healthy Attitudes to Assessment for Teachers
2. Developing a Healthy Attitude to Assessment among Students
3. Non-Negotiables in Assessment
4. From Assessing with Standards to Assessing with Learning Progressions
Part 2: Assessment Practices
5. Planning and Programming Assessments
6. Classroom Formative Assessment Processes
7. Creating Helpful Feedback Cycles
8. School-based Summative Assessment: Design, Development and Conduct
9. Accommodations of Assessment for Students with Special Needs
10. Making Judgments about Student Achievement
11. Recording and Reporting, Reviewing and Responding
Part 3: Assessment Perspectives
12. Planning and Assessment in the Early Years
13. Assessment in Primary and Lower Secondary Years in State and Australian Curricula
14. Assessment in the Senior Phase
15. Classroom Implications of Standardised Testing and Examinations
16. Using Emerging Technologies to Engage with Assessment
Conclusion: Charting the Territory for Assessment Futures
Kylie Readman , Pro Vice Chancellor-Education, Murdoch University
Bill Allen , Senior Lecturer, Edith Cowan University
Nathanael Reinertsen , Research Fellow, Australian Council of Educational Research
Kylie Readman is the Pro Vice Chancellor - Education at Murdoch University in Western Australia. Her first whole-of-university leadership role was as the Director of the Centre for Support and Advancement of Learning and Teaching at the University of the Sunshine Coast (USC), Australia. Kylie is a Principal Fellow of the Higher Education Academy. In 2011, she received a national Australian Learning and Teaching Council citation in acknowledgment of her innovative partnerships to improve assessment practice. She is also the recipient of the 2010 USC Vice Chancellor's Medal for Learning and Teaching. Kylie's research includes innovations in assessment to enhance student learning, the role of leadership and in learning, teaching, curriculum and assessment design, and the uses of technology for learning, particularly in relation to assessment. Kylie has designed and taught courses in pedagogy, assessment and curriculum at undergraduate and postgraduate levels for a number of years.
Bill Allen is a Senior Lecturer in Education at Edith Cowan University and previously held a similar position at the University of the Sunshine Coast. He has taught principles of teaching, learning and assessment, Humanities and Social Sciences curriculum and methods and senior secondary curriculum, to undergraduate and post-graduate students. Bill has worked in the professional development of teachers and principals from Indonesia, particularly in the provinces of Papua, West Papua and Nusa Tengarra Timor. He was in a team, with Merv Hyde, that won a Commonwealth Office of Learning and Teaching Citation in 2011 for its work with Papuan teachers.
Nathanael Reinertsen is a Research Fellow at the Australian Council for Educational Research (ACER). He works in a team that develops large-scale language and literacy assessments for state, national and international clients. His research interests include the professional development benefits of marking large-scale assessments, and the automated scoring of writing. Nathanael is a Subject Matter Expert in the Graduate Certificate of Education (Assessment of Student Learning), and is an online facilitator for ACER's Understanding Rasch Measurement Theory course. Prior to working in test development, he taught high school English and English as an Additional Language/Dialect in Western Australia.
CONTRIBUTORS
Mervyn Hyde - Professor of Education, University of the Sunshine Coast
Vicki Schriever - Associate Lecturer in Early Childhood Education, University of the Sunshine Coast