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Author : Susan Butterfield,Richard Riding
Publisher : Routledge
Page : 248 pages
File Size : 41,9 Mb
Release : 2003-09-02
Category : Education
ISBN : 9781134969821
First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author : Barend Vlaardingerbroek,Neil Taylor
Publisher : Cambria Press
Page : 382 pages
File Size : 50,6 Mb
Release : 2009
Category : Education
ISBN : 9781604976007
Summative assessment has been a contentious issue in educational circles for several decades, particularly high-stakes assessment events which arise at various junctures of the school cycle, especially those at the end of it. The French Baccalaureat and English A-Levels and their numerous clones throughout the francophone and anglophone worlds are household names and represent milestone events in people's lives, as their outcomes are principal determinants of young people's future prospects. These examinations are external--they are devised, conducted and processed by agencies outside the schools, usually ministerial examination units. As such, they act as 'blind' arbiters of student achievement, providing the proverbial 'level playing field' which ensures the comparability of outcomes. In the pyramidal school structures of yesteryear, examinations acted as filters, regulating the progression of pupils to subsequent tiers of formal education. Exit points occurred from primary school level up, from where unsuccessful candidates could enter the labour force and/or embark on occupationally specific further education and training. With the modernisation of the labour market and an ever-higher social demand for access to higher levels of formal education, the filtering function of examinations at lower levels of schooling has been gradually eroded, while burgeoning numbers of students at the upper secondary level have brought about reforms that include curricular diversification and sometimes radical overhauls of terminating assessment systems (including the modification and, in some instances, abandonment of external examinations). This edited volume brings together the experiences of twenty examination systems from around the world to show how these dynamic entities have adapted over time to the changing context of schooling. Following an introduction by Stephen P. Heyneman of World Bank repute, there are sixteen chapters presenting Country Case Studies, which have been written up under common subheadings, thereby highlighting the comparative nature of the work and facilitating cross-referencing. The subsequent four chapters elaborate on the theme of 'external examinations beyond national borders', including a contribution by the International Baccalaureate Organisation. A defining feature of the work is the attention it pays to what it calls the 'nuts and bolts' of external examinations, from question-setting to grading procedures. These are, it is argued, instrumental in nurturing and maintaining public confidence in external examinations. The book will be of immense value to people involved in educational policy studies, especially strategic educational planning, as well as those directly concerned with formal assessment. The work has been written to appeal to a wide audience of informed persons--it is accessible to teachers and interested laypeople, as well as to academics."
Author : R. J. Riding
Publisher : Unknown
Page : 244 pages
File Size : 55,8 Mb
Release : 1990-01-01
Category : Education
ISBN : 0415031087
Designed to provide a practical understanding of recent exam, curriculum and assessment developments at secondary level. The book examines the assessment of school-leavers for training and employment, the introduction of the GCSE, equal opportunities and the history of secondary education.
Author : Lawrence J. Saha,Anthony Gary Dworkin
Publisher : Springer Science & Business Media
Page : 1192 pages
File Size : 41,5 Mb
Release : 2009-04-17
Category : Education
ISBN : 9780387733173
The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
Author : Barend Vlaardingerbroek,Neil Taylor
Publisher : Unknown
Page : 381 pages
File Size : 52,6 Mb
Release : 2014-05-14
Category : STUDY AIDS
ISBN : 1624991866
Summative assessment has been a contentious issue in educational circles for several decades, particularly high-stakes assessment events which arise at various junctures of the school cycle, especially those at the end of it. The French Baccalaurat and English A-Levels and their numerous clones throughout the francophone and anglophone worlds are household names and represent milestone events in people's lives, as their outcomes are principal determinants of young people's future prospects. These examinations are external--they are devised, conducted and processed by agencies outside the schools, usually ministerial examination units. As such, they act as 'blind' arbiters of student achievement, providing the proverbial 'level playing field' which ensures the comparability of outcomes. In the pyramidal school structures of yesteryear, examinations acted as filters, regulating the progression of pupils to subsequent tiers of formal education. Exit points occurred from primary school level up, from where unsuccessful candidates could enter the labour force and/or embark on occupationally specific further education and training. With the modernisation of the labour market and an ever-higher social demand for access to higher levels of formal education, the filtering function of examinations at lower levels of schooling has been gradually eroded, while burgeoning numbers of students at the upper secondary level have brought about reforms that include curricular diversification and sometimes radical overhauls of terminating assessment systems (including the modification and, in some instances, abandonment of external examinations). This edited volume brings together the experiences of twentyexamination systems from around the world to show how these dynamic entities have adapted over time to the changing context of schooling. Following an introduction by Stephen P. Heyneman of World Bank repute, there are sixteen chapters presenting Country Case Studies, which have been written up under common subheadings, thereby highlighting the comparative nature of the work and facilitating cross-referencing. The subsequent four chapters elaborate on the theme of 'external examinations beyond national borders', including a contribution by the International Baccalaureate Organisation. A defining feature of the work is the attention it pays to what it calls the 'nuts and bolts' of external examinations, from question-setting to grading procedures. These are, it is argued, instrumental in nurturing and maintaining public confidence in external examinations. The book will be of immense value to people involved in educational policy studies, especially strategic educational planning, as well as those directly concerned with formal assessment. The work has been written to appeal to a wide audience of informed persons--it is accessible to teachers and interested laypeople, as well as to academics.
Author : Jo Mortimore,Peter Mortimore
Publisher : Unknown
Page : 92 pages
File Size : 54,9 Mb
Release : 1984
Category : Education
ISBN : PSU:000011437383
Author : Soh Kay Cheng
Publisher : World Scientific
Page : 184 pages
File Size : 52,5 Mb
Release : 2017-09-22
Category : Education
ISBN : 9789813227088
Assessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers. This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore. While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly. Contents: What Do We Need to Know About Tests and Exams?Why Must Students Take Exams?What Makes a Fair Exam?Answers Students Have to ChooseAnswers Students Have to WriteT-Score: What Is It, and Why?What Is a Good Mark?Can Exams Be Trusted?Preparing for Exams and Coping with Exam StressHow Is Creativity Assessed?Project Work: What Is It For and How Is It Assessed? Rubrics and Assessment for LearningAbove-Level Testing: Good or Bad?Grade Point Average: Beware of Its PitfallsWhat Is Assessment Literacy?How Assessment Literate Are You? Readership: School leaders, teachers, and parents in Singapore, as well as postgraduate students, teacher-trainees, and education officers. Keywords: Test;Examinations;T-Score;Rubric;Assessment;Singapore;School;ExamsReview: Key Features: It covers important aspects of tests and examinations in Singapore schoolsIt is written in simple language, using a minimum of technical termsIt discusses issues from the perspective of tests/exams users
Author : Prof E C Wragg
Publisher : Routledge
Page : 187 pages
File Size : 53,7 Mb
Release : 2003-08-27
Category : Education
ISBN : 9781134534203
Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment * written, oral and practical evaluation * self-assessment the 'whole school' approach * staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.
Author : Theo J.H.M Eggen,Gordon Stobart
Publisher : Routledge
Page : 186 pages
File Size : 51,6 Mb
Release : 2015-10-14
Category : Education
ISBN : 9781317682127
High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing is now also used for the purposes of improving standards of teaching and learning and of holding schools accountable for their students’ results. These tests then become high-stakes for teachers and schools, especially when they have to meet externally imposed targets. More recent has been the emergence of international comparative testing, which has become high-stakes for governments and policy makers as their education systems are judged in relation to the performances of other countries. In this book we draw on research which examines each of these uses of high-stakes testing. The articles evaluate the impact of such assessments and explore the issues of value and fairness which they raise. To underline the international appeal of high-stakes testing the studies are drawn from Australia, Africa, the Caribbean, Europe, former Soviet republics and North America. Collectively they illustrate the power of high-stakes assessment in shaping, for better or for worse, policy making and schooling. This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice.
Author : Patricia Broadfoot
Publisher : Routledge
Page : 292 pages
File Size : 50,5 Mb
Release : 1984
Category : Academic achievement
ISBN : UOM:39015008376025
Author : Damian Murchan,Gerry Shiel
Publisher : SAGE
Page : 277 pages
File Size : 48,6 Mb
Release : 2017-04-03
Category : Education
ISBN : 9781526421586
All teachers are responsible for assessing the children they teach and the outcomes of any assessment are important for individual learners and the wider school. This book is your one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland and wider international contexts. Designed as a pragmatic handbook for new teachers and those training to teach, the book discusses key principles of assessment, before providing guidance on developing and carrying out assessment in the classroom, and looking at how assessment information can be used to benefit your teaching and the children you teach.
Author : Walter Roy
Publisher : Routledge
Page : 124 pages
File Size : 44,5 Mb
Release : 2019-07-17
Category : Education
ISBN : 9781000586763
Reform of the public examination system for sixteen-year-olds presented a considerable challenge to secondary schools. The new General Certification of Secondary Education, introduced in 1988, was more than a continuation of the G.C.E. ‘O’ level and C.S.E. examinations at the time. The introduction of national criteria by the Department of Education, the part played by the Secondary Schools Examination Council, the emergence of new examining bodies were new dimensions faced by schools accustomed to exercising considerable autonomy in designing a curriculum. How far would the new examination reflect what was actually taught in our classrooms? What were its new features? Which pupils would be entered, and with what prospect of success? Above all, how would schools meet a tight time schedule, which required study of new syllabuses to be ready by 1986 for the first examinations held in 1988? Originally published in 1986 this book was intended to answer some of these questions and provide an up-to-date picture of the present state of the examination world, with indications of future developments in the vital years ahead. It aimed to assist those immediately and urgently concerned with implementing this far-reaching educational reform. Today it can be considered in its historical context.
Author : Roger Murphy,Harry Torrance
Publisher : Unknown
Page : 144 pages
File Size : 43,9 Mb
Release : 1988
Category : Business & Economics
ISBN : STANFORD:36105032420221
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment
Publisher : National Academies Press
Page : 383 pages
File Size : 48,6 Mb
Release : 2001-10-27
Category : Education
ISBN : 9780309293228
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author : Maghnouj Soumaya,Salinas Daniel,Kitchen Hannah,Guthrie Caitlyn,Bethell George,Fordham Elizabeth
Publisher : OECD Publishing
Page : 275 pages
File Size : 43,6 Mb
Release : 2020-03-20
Category : Electronic
ISBN : 9789264845213
This review, developed in cooperation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.