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Titlebook: Designing Assessment for Quality Learning; Claire Wyatt-Smith,Valentina Klenowski,Peta Colber Book 2014 Springer Science+Business Media Do

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發(fā)表于 2025-3-21 19:02:08 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Designing Assessment for Quality Learning
編輯Claire Wyatt-Smith,Valentina Klenowski,Peta Colber
視頻videohttp://file.papertrans.cn/269/268901/268901.mp4
概述Considers broad-scale assessment approaches and how they impact on educational opportunity and outcomes.Brings together internationally recognised scholars providing new insights into assessment for l
叢書名稱The Enabling Power of Assessment
圖書封面Titlebook: Designing Assessment for Quality Learning;  Claire Wyatt-Smith,Valentina Klenowski,Peta Colber Book 2014 Springer Science+Business Media Do
描述.This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning..The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpinand drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers w
出版日期Book 2014
關鍵詞accountability requirements; assessment culture; assessment for learning; assessment literacy; assessmen
版次1
doihttps://doi.org/10.1007/978-94-007-5902-2
isbn_softcover978-94-024-0062-5
isbn_ebook978-94-007-5902-2Series ISSN 2198-2643 Series E-ISSN 2198-2651
issn_series 2198-2643
copyrightSpringer Science+Business Media Dordrecht 2014
The information of publication is updating

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發(fā)表于 2025-3-21 22:41:09 | 只看該作者
Assessment as a Generative Danceonal change. Classroom assessment was researched using a conceptualization of knowing in action, or the ‘generative dance’. Fine-grained analyses of interactivity between students, and between teacher and student/s, and their patterns of participation in assessment and learning were conducted. The f
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The Power of Learning-Centered Task Design: An Exercise in the Application of the Variation Principlcific curriculum objectives but also on theories of learning. In order to achieve such an alignment, a construct-centered approach to assessment design is needed to identify the cognitive and metacognitive processes underlying performance on a task. In such a context, task design involves creating a
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Developing Assessment Tasksattention to what is required of students, the affective responses of students to the tasks and how task performance informs learning and instruction. This chapter examines how to develop effective assessment tasks.
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Using Assessment Information for Professional Learningly, assessment information is seen as being solely about students, their capabilities, what they know and do not know. The shift that is needed is to think of assessment information as reflecting the effectiveness of teaching; how well a particular concept has been taught or not taught and what it i
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