Product Description

Assessment is a prime concern for everyone involved with education. Unlocking Assessment explores the values, principles, research and theories that underpin our understanding of assessment, encouraging an enquiring and reflective approach to practice.

 

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Product Details

• Amazon Sales Rank: #63837 in Books
• Published on: 2008-01-01
• Original language: English
• Number of items: 1
• Binding: Paperback
• 186 pages

From the Back Cover

Assessment is a prime concern for everyone involved with education, and its profile has never been higher. Unlocking Assessment explores the values, principles, research and theories that underpin our understanding of assessment, encouraging an enquiring and reflective approach to practice.

In Unlocking Assessment, leading figures including Margaret Carr, Mary-Jane Drummond, Lorna Earl, Wynne Harlen, Mary James and Dylan Wiliam explore key issues, draw on relevant research and provide practical suggestions. This engaging book is structured in three sections:

• Part I explores the big picture of assessment including how we think about learning and how we should be preparing young people to cope with complex situations and an unknown future.
• Part II focuses on assessment for learning, paying particular attention to feedback and pupil self-assessment. It looks at the use of assessment information to support learning and teaching.
• Part III discusses three topical issues: quality in assessment and consequent decision-making; the relationship between formative and summative assessment including issues about teachers’ judgements; and consideration of the present and future role of technology in assessment.

Each chapter includes a thought-provoking question or statement and points for reflection to aid individual thinking about practice and prompt group discussion. Suggestions for further reading and comprehensive references also make it an invaluable resource.

 

Education/Teacher Education

About the Author

Sue Swaffield is a lecturer in Leadership and School Improvement in the Faculty of Education, University of Cambridge. Throughout her career as a teacher, local authority adviser and university lecturer, assessment development and research has been a major theme. She is a co-author of Improving Learning How to Learn: Classrooms, Schools and Networks and Assessement Literacy for Wise Decisions.

Mary-Jane Drummond (formerly University of Cambridge)

Mary James (Institute of Education, London)

Margaret Carr (University of Waikato, New Zealand)

Jeremy Hodgen (King’s College London)

Mary Webb (King’s College London)

Lorna Earl (Ontario Institute of Studies in Education/ University of Toronto)

Steven Katz (Ontario Institute of Studies in Education/ University of Toronto)

Pete Dudley (National Strategies)

Dylan Wiliam (Institute of Education, London)

Wynne Harlen (University of Bristol)

Martin Ripley (Independent consultant, formerly Qualifications and Curriculum Authority)