Enhancing quality in assessment:
This challenging book is essential reading for teachers, teacher educators, policymakers, and all those involved in the assessment of pupils and students. Its publication is motivated by the contributors' concern at the accelerating return to formal assessment procedures in National Tests and e...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London
Chapman
1994
|
| Schriftenreihe: | A publication of the BERA Policy Task Group on Assessment
|
| Schlagworte: | |
| Zusammenfassung: | This challenging book is essential reading for teachers, teacher educators, policymakers, and all those involved in the assessment of pupils and students. Its publication is motivated by the contributors' concern at the accelerating return to formal assessment procedures in National Tests and examinations, and at the downgrading over recent years, of assessments made by teachers. The contributors believe that formal assessment is the reverse of what is needed for the valid assessment of progress, in abilities such as solving problems, handling information, and being adaptable, interactive and reflective. Unlike course work, formal examination conditions do not provide the context for valid assessment of these abilities. By bringing together research evidence on the validity of assessment of all kinds, both from the UK and other Western countries, this book challenges the widespread assumption that teachers' assessments are less reliable than external examinations and tests The first four chapters deal with the range of practices in student assessment, and with the steps taken in each to provide 'information of the highest validity and optimum reliability suited to a particular purpose and context'. The following chapters describe studies of the quality of teacher-based assessment in three different contexts: Further Education, the end of secondary school examinations, and the National Curriculum assessment at age 7. The book ends with a brief examination of the desirable qualities of moderation procedures, and the authors' endorsement of the view that 'it is possible to enhance the quality of teachers' assessments through moderation procedures which support professional development' |
| Beschreibung: | 150 S. |
| ISBN: | 1853962600 |
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| 520 | 3 | |a This challenging book is essential reading for teachers, teacher educators, policymakers, and all those involved in the assessment of pupils and students. Its publication is motivated by the contributors' concern at the accelerating return to formal assessment procedures in National Tests and examinations, and at the downgrading over recent years, of assessments made by teachers. The contributors believe that formal assessment is the reverse of what is needed for the valid assessment of progress, in abilities such as solving problems, handling information, and being adaptable, interactive and reflective. Unlike course work, formal examination conditions do not provide the context for valid assessment of these abilities. By bringing together research evidence on the validity of assessment of all kinds, both from the UK and other Western countries, this book challenges the widespread assumption that teachers' assessments are less reliable than external examinations and tests | |
| 520 | |a The first four chapters deal with the range of practices in student assessment, and with the steps taken in each to provide 'information of the highest validity and optimum reliability suited to a particular purpose and context'. The following chapters describe studies of the quality of teacher-based assessment in three different contexts: Further Education, the end of secondary school examinations, and the National Curriculum assessment at age 7. The book ends with a brief examination of the desirable qualities of moderation procedures, and the authors' endorsement of the view that 'it is possible to enhance the quality of teachers' assessments through moderation procedures which support professional development' | ||
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Datensatz im Suchindex
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| dewey-full | 371.2/6/0941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-search | 371.2/6/0941 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV009799306 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T17:41:03Z |
| institution | BVB |
| isbn | 1853962600 |
| language | English |
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| physical | 150 S. |
| publishDate | 1994 |
| publishDateSearch | 1994 |
| publishDateSort | 1994 |
| publisher | Chapman |
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| series2 | A publication of the BERA Policy Task Group on Assessment |
| spelling | Enhancing quality in assessment ed. by Wynne Harlen London Chapman 1994 150 S. txt rdacontent n rdamedia nc rdacarrier A publication of the BERA Policy Task Group on Assessment This challenging book is essential reading for teachers, teacher educators, policymakers, and all those involved in the assessment of pupils and students. Its publication is motivated by the contributors' concern at the accelerating return to formal assessment procedures in National Tests and examinations, and at the downgrading over recent years, of assessments made by teachers. The contributors believe that formal assessment is the reverse of what is needed for the valid assessment of progress, in abilities such as solving problems, handling information, and being adaptable, interactive and reflective. Unlike course work, formal examination conditions do not provide the context for valid assessment of these abilities. By bringing together research evidence on the validity of assessment of all kinds, both from the UK and other Western countries, this book challenges the widespread assumption that teachers' assessments are less reliable than external examinations and tests The first four chapters deal with the range of practices in student assessment, and with the steps taken in each to provide 'information of the highest validity and optimum reliability suited to a particular purpose and context'. The following chapters describe studies of the quality of teacher-based assessment in three different contexts: Further Education, the end of secondary school examinations, and the National Curriculum assessment at age 7. The book ends with a brief examination of the desirable qualities of moderation procedures, and the authors' endorsement of the view that 'it is possible to enhance the quality of teachers' assessments through moderation procedures which support professional development' Educational tests and measurements Great Britain Examinations Validity Great Britain Schultest (DE-588)4053566-6 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Großbritannien Schultest (DE-588)4053566-6 s DE-604 Schulleistungsmessung (DE-588)4077202-0 s Harlen, Wynne Sonstige oth |
| spellingShingle | Enhancing quality in assessment Educational tests and measurements Great Britain Examinations Validity Great Britain Schultest (DE-588)4053566-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4053566-6 (DE-588)4077202-0 |
| title | Enhancing quality in assessment |
| title_auth | Enhancing quality in assessment |
| title_exact_search | Enhancing quality in assessment |
| title_full | Enhancing quality in assessment ed. by Wynne Harlen |
| title_fullStr | Enhancing quality in assessment ed. by Wynne Harlen |
| title_full_unstemmed | Enhancing quality in assessment ed. by Wynne Harlen |
| title_short | Enhancing quality in assessment |
| title_sort | enhancing quality in assessment |
| topic | Educational tests and measurements Great Britain Examinations Validity Great Britain Schultest (DE-588)4053566-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements Great Britain Examinations Validity Great Britain Schultest Schulleistungsmessung Großbritannien |
| work_keys_str_mv | AT harlenwynne enhancingqualityinassessment |