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).
Summative Assessment within the Assessment System
Summative Assessment within the Assessment System
This chapter attempts to draw together the main points introduced in earlier chapters. It begins by reviewing the arguments relating to the negative consequences of using high stakes summative assessment to evaluate teachers and schools. The discussion leads to the conclusion that systems of school accountability should not rely solely, or even mainly, on the data derived from summative assessment of students. Such data should be reported, and interpreted, in the context of the broad set of indicators of school effectiveness. In relation to monitoring standards of students' achievements at the system level, the data should be derived from a wider base of evidence than test results from individual students.
Other factors are considered that ...
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