Summary
Contents
Subject index
This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers' judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).
Meanings, Processes and Properties of Assessment
Meanings, Processes and Properties of Assessment
This chapter lays the ground for later chapters by setting out the meaning of terms that are used to describe, analyse and evaluate assessment procedures and systems. In particular it makes clear that the word ‘assessment’ is used to refer to the process of gathering, interpreting and using evidence to make judgments about students' achievements in education. The term ‘evaluation’ is reserved for this process of using evidence in relation to programmes, procedures, materials or systems. It also makes explicit the meaning of ‘assessment by teachers’ or ‘teachers’ assessment', terms that will feature frequently throughout this book.
A framework of variables within seven main components of assessment is offered as a way of describing different ...
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