Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning.
This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners.
With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features:
- New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning
- Teacher-friendly assessment topics
- Practical examples and chapter summaries throughout
This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment.
John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.
Assesment and Learning: Introduction - John Gardner
PART ONE: PURPOSES AND PRACTICE
Assessment for Learning in the Classroom - Paul Black and Dylan Wiliam
Professional Learning as a Condition for Assessment for Learning - Dave Pedder and Mary James
From Teachers to Schools: Scaling up Professional Development for Formative Assessment - Siobhan Leahy & Dylan Wiliam
Alternative Perspectives on Learning Outcomes: Challenges for Assessment - Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James & Paul Newton
On the Relationship between Assessment for Formative and Summative Purposes - Wynne Harlen
Quality Assessment Practice - John Gardner
PART TWO: IMPACT
Assessment and Learning: the Learner's Perspective - Louise Hayward
Instrumentalism and Achievement: A Sociocultural Understanding of Tensions in Vocational Education - Kathryn Ecclestone
Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries - Judy Sebba
The Role of Assessment in Developing Motivation for Learning - Wynne Harlen
PART THREE: THEORY
Assessment in Harmony with Our Understanding of Learning: Problems and Possibilities - Mary James, with Jenny Lewis
Developing a Theory of Formative Assessment - Paul Black and Dylan Wiliam
PART FOUR: VALIDITY AND RELIABILITY
Validity in Formative Assessment - Gordon Stobart
The Reliability of Assessments - Paul Black & Dylan Wiliam
Validity, Purpose and the Recycling of Results from Educational Assessments - Paul Newton
Concluding Remarks
Assessment for Learning: A Compelling Conceptualization - John Gardner
