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05891aam a2200445 i 4500 001 19E12274253111EE91433F782CECA4DB 003 SILO 005 20230718010455 008 130214s2014 ne a e b 001 0 eng 010 $a 2014932419 020 $a 9400759010 020 $a 9789400759015 035 $a (OCoLC)879147048 040 $a AU@ $b eng $e rda $c AU@ $d OCLCO $d OCLCQ $d OCLCO $d ERASA $d OCLCF $d OHX $d CHVBK $d OCLCQ $d S3O $d IOJ $d UKMGB $d OCLCO $d NUI $d SILO 050 4 $a LB3051 $b .D447 2014 072 7 $a LB $2 lcco 082 04 $a 371.26 $2 23 245 00 $a Designing assessment for quality learning / $c Claire Wyatt-Smith, Val Klenowski, Peta Colbert, editors. 264 1 $a Dordrecht : $b Springer, $c [2014] 300 $a xxvii, 398 pages : $b illustrations ; $c 24 cm. 490 1 $a The enabling power of assessment ; $v 1 541 1 $a Gift; $c ACT; $d 2023. $5 IaU 520 $a This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book's structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. 504 $a Includes bibliographical references and index. 505 00 $t Seeds of change : the potential of the digital revolution to promote enabling assessment / $r Patricia Broadfoot ... [et. al.]. $t Assessment quality. $t Assessment as a generative dance / $r Jill Willis, Bronwen Cowie -- $t Student involvement in assessment of their learning / $r Harm Tillema -- $t Large scale testing and its contribution to learning / $r Esther Care ... [et. al.] -- $t Role of assessment in improving learning in a context of high accountability / $r Patrick Griffin ... [et. al.] -- $t Becoming assessment literate. $t Assessment literacy / $r Knut Steinar Engelsen, Kari Smith -- $t Power of learning centered task design : an exercise in the application of the variation principle / $r Danny Laveault -- $t Developing assessment tasks / $r Jeffrey K. Smith, Lisa F. Smith -- $t Using assessment information for professional learning / $r Helen Timperley -- $t Teachers' professional judgment in the context of collaborative assessment practice / $r Linda Allal, Lucie Mottier Lopez -- $t Developing assessment for productive learning in Confucian influence settings / $r David Carless, Ricky Lam -- $t Teachers' responsibilities in assessment. $t Looking at assessment through learning colored lenses / $r W. James Popham -- $t Elements of better assessment for the improvement of learning / $r Claire Wyatt-Smith, Valentina Klenowski -- $t Enabling all students to learn through assessment / $r Peta Colbert, J. Joy Cumming -- $t Assessment and the reform of education systems / $r Anne Looney -- $t Authentic assessment, teacher judgment and moderation in a context of high accountability / $r Kim Koh -- $t Formative assessment as a process of interaction through language / $r Maria Araceli Ruiz-Primo, Guillermo Solano-Flores, Min Li -- $t Leading learning and the enabling power of assessment. $t Conceptualizing assessment culture in school / $r Menucha Birenbaum -- $t Preparing teachers to use the enabling power of assessment / $r Lisa F. Smith ... [et. al.] -- $t Challenging conceptions of assessment / $r Lorna M. Earl, Helen Timperley -- $t Place of assessment to improve learning in a context of high accountability / $r Margaret Heritage -- $t Digital assessment. $t Designing next generation assessment / $r Kay Kimber, Claire Wyatt-Smith -- $t Seeds of change : the potential of the digital revolution to promote enabling assessment / $r Patricia Broadfoot ... [et. al.]. 650 0 $a Educational tests and measurements. 650 0 $a Education $x Evaluation. 650 0 $a Effective teaching. 650 2 $a Educational Measurement $0 (DNLM)D004521 650 7 $a Education $x Evaluation. $2 fast $0 (OCoLC)fst00902624 650 7 $a Educational tests and measurements. $2 fast $0 (OCoLC)fst00903660 650 7 $a Effective teaching. $2 fast $0 (OCoLC)fst00903762 710 2 $a American College Testing Program, $e donor. $5 IaU 700 1 $a Wyatt-Smith, Claire, $e editor. 700 1 $a Klenowski, Val, $d 1952- $e editor. 700 1 $a Colbert, Peta, $e editor. 830 0 $a Enabling power of assessment ; $v 1. 941 $a 1 952 $l OVUX522 $d 20231117014248.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=19E12274253111EE91433F782CECA4DBInitiate Another SILO Locator Search