Designed as a pragmatic guide for new teachers and those training to teach, this book is a one-stop-shop for understanding assessment in primary and secondary schools, supported by a range of policy examples drawn from the UK, Ireland and wider international contexts.
Designed as a pragmatic guide for new teachers and those training to teach, this book is a one-stop-shop for understanding assessment in primary and secondary schools, supported by a range of policy examples drawn from the UK, Ireland and wider international contexts.
Damian Murchan is Associate Professor in the School of Education at Trinity College Dublin. Formerly a teacher and principal in primary schools, he has held additional leadership positions as Head of the School of Education and Head of the School of Creative Arts in Trinity College. Involved in initial and continuing teacher education programmes for many years, he has wide experience of working with primary and second-level teachers, especially in the area of assessment. His research interests include assessment, e-learning, educational reform and professional development for teachers. Some recent projects have focused on reform of policy and practice in relation to Junior and Senior Cycle in Ireland. Damian is Vice-President of the Association for Educational Assessment-Europe and has held a number of advisory roles in relation to the development of assessment policy and practice in Ireland and internationally.
Inhaltsangabe
PART I: UNDERSTANDING ASSESSMENT Ch1: Assessment, Teaching and Learning: How They Relate Ch2: Understanding Formative Assessment Ch3: Understanding Summative Assessment PART II: APPLYING ASSESSMENT Ch4: Implementing Formative Assessment Ch5: Using Summative Assessments in Class Ch6: Using Performance-Based Assessment In Class Ch7: Realising the Potential of Digital Assessment Ch8: Providing Feedback from Assessment Ch9: Examinations and Standardised Tests PART III: MANAGING ASSESSMENT Ch10: Keeping Records and Reporting Assessment Outcomes Ch11: Inclusive Approaches to Assessing Students Ch12: Preparation for Assessment in School and Class Ch13: Assuring Quality in Assessment: Validity, Reliability and Fairness Ch14: Conclusions About Assessment in Education
Ch1: Assessment in education: Learning contexts and professional standards Ch2: Validity, reliability and fairness Ch3: Understanding assessment of learning: Purposes, impacts and challenges Ch4: Understanding assessment for learning: Purposes, impacts and challenges Ch5: Implementing assessment for learning: Techniques and illustrations for classroom use Ch6: Designing and implementing summative written assessments for classroom use Ch7: Performance-based assessment Ch8: Interpreting and using scores from standardised tests and examinations Ch9: Record-keeping, feedback and reporting from classroom assessment Ch10: Differentiating assessment to accommodate learners' needs Ch11: Assessment planning and policy at class, school and system levels Ch12: Conclusions about assessment in education
PART I: UNDERSTANDING ASSESSMENT Ch1: Assessment, Teaching and Learning: How They Relate Ch2: Understanding Formative Assessment Ch3: Understanding Summative Assessment PART II: APPLYING ASSESSMENT Ch4: Implementing Formative Assessment Ch5: Using Summative Assessments in Class Ch6: Using Performance-Based Assessment In Class Ch7: Realising the Potential of Digital Assessment Ch8: Providing Feedback from Assessment Ch9: Examinations and Standardised Tests PART III: MANAGING ASSESSMENT Ch10: Keeping Records and Reporting Assessment Outcomes Ch11: Inclusive Approaches to Assessing Students Ch12: Preparation for Assessment in School and Class Ch13: Assuring Quality in Assessment: Validity, Reliability and Fairness Ch14: Conclusions About Assessment in Education
Ch1: Assessment in education: Learning contexts and professional standards Ch2: Validity, reliability and fairness Ch3: Understanding assessment of learning: Purposes, impacts and challenges Ch4: Understanding assessment for learning: Purposes, impacts and challenges Ch5: Implementing assessment for learning: Techniques and illustrations for classroom use Ch6: Designing and implementing summative written assessments for classroom use Ch7: Performance-based assessment Ch8: Interpreting and using scores from standardised tests and examinations Ch9: Record-keeping, feedback and reporting from classroom assessment Ch10: Differentiating assessment to accommodate learners' needs Ch11: Assessment planning and policy at class, school and system levels Ch12: Conclusions about assessment in education
Rezensionen
Damien Murchan and Gerry Shiel have provided an invaluable resource for both qualified and student teachers. The authors have written a text which drills down under the surface of practice facilitating the understanding of the fundamental underpinning theoretical constructs of assessment. Supported by case studies, thought-provoking questions and supplemental material on the accompanying website, this volume will contribute to a more informed professional body and more effective practice in the classroom.
Mhairi Beaton 20170220
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