With its examination of the range of uses of assessment - from teacher assessment and standardized testing to formative assessment and norm-referenced testing - to the purposes of assessment - from accountability to support for teaching and learning - the issues Beyond Testing deals with are as enduring and relevant to education now as they were when it was first published.
With its examination of the range of uses of assessment - from teacher assessment and standardized testing to formative assessment and norm-referenced testing - to the purposes of assessment - from accountability to support for teaching and learning - the issues Beyond Testing deals with are as enduring and relevant to education now as they were when it was first published.
Caroline V. Gipps is an international authority on educational assessment. Originally trained as a psychologist, Caroline worked as a primary school teacher and psychometrician before entering a career in educational research. She worked for a variety of organizations before joining the Institute of Education, University of London, where she spent 19 years as a researcher, Professor of Education and then Dean of Research. During this time Caroline was president of the British Educational Research Association, a member of the RAE panel for Education in 1996, a Nuffield Research Fellow, and holder of several ESRC awards. She moved to Kingston University in 1999 as Deputy Vice-Chancellor and to the University of Wolverhampton as Vice-Chancellor in 2005.
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Preface Acknowledgments Glossary 1 Assessment paradigms 2 Assessment and learning 3 Impact of testing 4 Validity and reliability 5 Criterion-referenced assessment 6 Performance assessment 7 Teacher assessment and formative assessment 8 Ethics and equity 9 A framework for educational assessment References Index
