Assessment and Learning
Publication Year: 2012
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. 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 graduate courses in education, teaching, learning and assessment.
- Front Matter
- Back Matter
- Subject Index
Part 1: Purposes and Practice
- Chapter 2: Assessment for Learning in the Classroom
- Chapter 3: Professional Learning as a Condition for Assessment for Learning
- Chapter 4: From Teachers to Schools: Scaling up Professional Development for Formative Assessment
- Chapter 5: Alternative Perspectives on Learning Outcomes: Challenges for Assessment
- Chapter 6: On the Relationship between Assessment for Formative and Summative Purposes
- Chapter 7: Quality Assessment Practice
Part 2: Impact
- Chapter 8: Assessment and Learning: The Learner's Perspective
- Chapter 9: Instrumentalism and Achievement: A Socio-Cultural Understanding of Tensions in Vocational Education
- Chapter 10: Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries
- Chapter 11: The Role of Assessment in Developing Motivation for Learning
Part 3: Theory
- Chapter 12: Assessment in Harmony with our Understanding of Learning: Problems and Possibilities
- Chapter 13: Developing a Theory of Formative Assessment
Part 4: Validity and Reliability
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
Our education publishing includes:
- accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
- inspirational advice and guidance for the classroom
- authoritative state of the art reference from the leading authors in the field
Find out more at: http://www.sagepub.co.uk/education
Editorial arrangement, Introduction and Chapter 1 © John Gardner 2012
Chapter 2 © Paul Black and Dylan Wiliam 2012
Chapter 3 © David Pedder and Mary James 2012
Chapter 4 © Siobhan Leahy and Dylan Wiliam 2012
Chapter 5 © Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James and Paul E. Newton 2012
Chapter 6 © Wynne Harlen 2012
Chapter 7 © John Gardner 2012
Chapter 8 © Louise Hayward 2012
Chapter 9 © Kathryn Ecclestone 2012
Chapter 10 © Judy Sebba 2012
Chapter 11 © Wynne Harlen 2012
Chapter 12 © Mary James with Jenny Lewis 2012
Chapter 13 © Paul Black and Dylan Wiliam 2012
Chapter 14 © Gordon Stobart 2012
Chapter 15 © Paul Black and Dylan Wiliam 2012
Chapter 16 © Paul E. Newton 2012
Chapter 17 © John Gardner 2012
First edition published 2006
Second edition first published 2012
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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About the Editor and Contributors[Page vii]Editor
John Gardner, AcSS is Deputy Principal and Professor of Education at the University of Stirling. He has over 120 academic publications and his most recent assessment book is: Developing Teacher Assessment (McGraw-Hill/Open University, 2010). He is a visiting professor at the University of Oxford's Centre for Educational Assessment, a fellow of the British Computer Society and a fellow of the Chartered Institute of Educational Assessors. In 2009–2011 he was President of the British Educational Research Association.Contributors
Paul Black is Professor Emeritus of Science Education at King's College London. He has made many contributions in both curriculum development and in assessment research. He has served on advisory groups of the USA National Research Council and as visiting professor at Stanford University. His work on formative assessment with Dylan Wiliam and colleagues at King's has had widespread impact.
Richard Daugherty is Director of the Oxford University Centre for Educational Assessment (OUCEA) and Honorary Professor at Cardiff University. His recent research has focused on education policy, especially policies on the school curriculum and on student assessment. From 1992 until 2010 he was a member of the Assessment Reform Group. Richard is a member of the Academy for the Social Sciences and was awarded the OBE in 2005.[Page viii]
Kathryn Ecclestone is Professor of Education and Social Inclusion at the University of Birmingham. Before working in higher education, she worked in further and adult education. Kathryn is a consultant to the National Board of Education in Finland on reforms to assessment and evaluation in Finnish vocational education. She is also a member of EdExcel/Pearson's expert group on assessment, is on the editorial boards of Studies in the Education of Adults and is book review editor for Assessment in Education.
Wynne Harlen has held positions as Professor of Science Education and head of the department of education at the University of Liverpool and Director of the Scottish Council for Research in Education. She was deputy director of the Assessment of Performance Unit and chair of the Science Expert Group of the OECD PISA project. She was a founder member of the British Educational Research Association and of the Assessment Reform Group. Her publications include 25 research reports, over 160 journal articles, contributions to 38 books and 30 books of which she is author or co-author.
Louise Hayward is Professor of Educational Assessment and Innovation in the University of Glasgow and was a member of the Assessment Reform Group from 2006–10. She was a founding member of the Assessment is for Learning programme in Scotland. Until 2010 she served on the Board of LTScotland and chaired its Advisory Council (the body charged to offer independent advice to Ministers). Currently, she is a member of the Board of the newly founded Education Scotland.
Mary James, AcSS, is Professor and Associate Director of Research at the University of Cambridge Faculty of Education, and is President of the British Educational Research Association. She was a member of the Assessment Reform Group from 1992. She was Deputy Director of the ESRC's Teaching and Learning Research Programme and director of the TLRP project – ‘Learning How to Learn’ – which researched the conditions in schools needed to promote assessment for learning in classrooms.
Siobhan Leahy: after many years teaching in inner-city schools in Birmingham and London, Siobhan Leahy was the founding headteacher of Oaklands School in Bethnal Green, principal of Orton Longueville School in Peterborough, and, from 2007 until her retirement in 2010, headteacher of Edmonton County School, Enfield.[Page ix]
From 2003 to 2006 she was a Senior Research Associate at Educational Testing Service, Princeton, New Jersey.
Jenny Lewis is a teacher at Recreation Road Infant School in Norwich. She has been using Mantle of the Expert (MoE) as a main pedagogy in her classroom for eight years and has been working to develop an assessment system that fits in with this way of learning. Jenny also runs workshops at MoE conferences and trains and supports teachers in Norfolk and further afield.
Paul E. Newton is the Director of the Cambridge Assessment Network Division, within Cambridge Assessment. Much of his research has focused on issues related to the design and evaluation of large-scale assessment systems. He has published papers on a range of assessment topics, including: comparability theory; purposes; validity; and the public understanding of measurement inaccuracy. Paul is a fellow of the Association for Educational Assessment – Europe.
David Pedder is Professor of Education at the University of Leicester. He was principal investigator of a large scale national project for the Training and Development Agency: ‘Schools and Continuing Professional Development in England: the State of the Nation’ and was senior research associate for the TLRP Learning How to Learn project. He has extensive teaching experience working in schools and classrooms in Japan and West Papua and many years' experience supporting teachers' learning in a range of contexts in West Papua and in the UK.
Judy Sebba is Professor of Education and Director of Research and Knowledge Exchange at the School of Education and Social Work at the University of Sussex. Her research focuses on assessment, personalized learning, pedagogy, teacher development and using research in policy and practice. She is a member of the Academy of Social Sciences and previously worked for six years in the Department of Education and Employment as an adviser on research strategy.
Gordon Stobart is Emeritus Professor of Education at the Institute of Education, University of London. He taught in secondary schools and worked as an educational psychologist before working as an assessment specialist in exam boards and government agencies. He was a founder member of the Assessment Reform Group (ARG) and his current work focuses on formative assessment and on the development of expert performance.[Page x]
Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London. In a varied career, he has taught in inner-city schools, trained teachers, run a large-scale testing programme, and served a number of roles in university administration, including Dean and Provost. From 2003 to 2006 he was Senior Research Director at Educational Testing Service, Princeton, New Jersey.