ISBN:
9789400745070
,
1283697998
,
9781283697996
Language:
English
Pages:
Online-Ressource (XXI, 433 p. 100 illus, digital)
Series Statement:
Education in the Asia-Pacific Region: Issues, Concerns and Prospects 18
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Educational tests and measurements
;
Educational psychology
;
Education
;
Education
;
Educational tests and measurements
;
Educational psychology
;
Pädagogischer Test
Abstract:
The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
Description / Table of Contents:
Self-directed Learning Oriented Assessments in the Asia-Pacific; Introduction by the Series Editors; Acknowledgements; Contents; List of Figures; List of Tables; Contributors; Part I: Theory of Self-Directed Learning Oriented Assessment; Chapter 1: Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-Directed Learning Oriented Assessment; 1.1 Background: The Broader Context for Change; 1.1.1 Assessment Reforms in the Region; 1.1.2 Commonalities of Assessment Reforms in the Asia-Paci fi c Region; 1.1.3 Assessment as Learning Reform: Self-Directed Learning
Description / Table of Contents:
1.1.4 Assessment for Learning Reform1.1.5 Resolving Tensions in Assessment Reforms; 1.2 Conceptions of Self-Directed Learning Oriented Assessment; 1.2.1 Learning Oriented Assessment; 1.2.2 Self-Directed Learning; 1.2.3 Metacognition; 1.2.4 Feedback; 1.2.5 SLOA: Integrating Assessment Of , For and As Learning; 1.2.6 Theoretical Underpinnings of SLOA; 1.3 Implementation Strategies of SLOA in Schools; 1.4 Tools for the Implementation of SLOA; 1.5 Examples of Implementation in the Asia-Paci fi c Region; 1.6 Conclusion; References; Chapter 2: Assessment, Standards-Referencing and Standard Setting
Description / Table of Contents:
2.1 Assessment2.1.1 The Meaning of Assessment; 2.1.2 Reporting of Assessments; 2.2 Standards-Referencing; 2.2.1 Giving Meaning to Student Achievement: Norm-Referencing; 2.2.2 Giving Meaning to Student Achievement: Criterion-Referencing; 2.2.3 Giving Meaning to Student Achievement: Standards-Referencing; 2.2.4 Characteristics of Standards-Referenced Systems; 2.2.5 De fi ning Standards; 2.3 Standard Setting; 2.3.1 Setting Standards; 2.3.2 Using Performance Standard to Summarise Student Performance; 2.3.3 Reporting Student Performance
Description / Table of Contents:
2.3.4 Some Suggestions for Teachers and Examiners in Setting Examinations and Tests in a Standards-Referenced System2.3.5 Standards-Referencing for School Executives; 2.4 Conclusion; References; Chapter 3: Rapid Dynamic Assessment for Learning; 3.1 Introduction; 3.2 Theoretical Framework; 3.2.1 Knowledge Base and the Nature of Expertise; 3.2.2 Rapid Schema-Based Assessment; 3.2.3 General Design Framework; 3.3 Rapid Diagnostic Assessment Methods; 3.3.1 Rapid Assessment of Expertise in Coordinate Geometry; 3.3.1.1 Model of Expertise; 3.3.1.2 Task Model; 3.3.1.3 Evidence Model
Description / Table of Contents:
3.3.2 Rapid Assessment of Expertise in Solving Arithmetic Word Problems3.3.2.1 Model of Expertise; 3.3.2.2 Task Pattern; 3.3.2.3 Evidence Model; 3.4 Toward Rapid Dynamic Assessment for Learning; 3.5 Conclusion; 3.5.1 Future Developments; 3.5.1.1 Establishing Generality of the Tool; 3.5.1.2 Using Rapid Assessment in Adaptive Learning Environments; References; Chapter 4: Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory; 4.1 Introduction; 4.1.1 Assessment Of , For , and As Learning; 4.1.2 Measurement Models for Diagnostic Assessment Data
Description / Table of Contents:
4.2 Evidence-Centered Design
Description / Table of Contents:
Introduction by the Series Editors.- Acknowledgements -- List of Contributors -- List of Figures -- List of Tables -- About the Contributors -- SECTION 1: Theory of Self Directed Learning Oriented Assessment -- 1. Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-directed Learning Oriented Assessment -- 2. Assessment, Standards-Referencing and Standard Setting -- 3. Rapid Dynamic Assessment for Learning -- 4. Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory -- 5. Application of the DINA Model Framework to Enhance Assessment and Learning -- 6. Theory of Self-Directed Learning-Oriented Assessment: A Non-Technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment -- 7. Getting to the Core of Learning: Using Assessment for Self-monitoring and Self-regulation -- 8. Metacognitive Self-Confidence in School-Aged Children -- SECTION 2: Tools for Implementing Self Directed Learning Oriented Assessment -- 9. Using Item Response Theory as a Tool in Educational Measurement -- 10. A Concurrent-Separate Approach to Vertical Scaling -- 11. Student-Problem Chart: An Essential Tool for SLOA -- 12. Using User-defined Fit Statistic to Analyze Two Tier Items in Mathematics -- 13. Dynamic Assessment of Learning Potential -- 14. Exploiting Computerized Adaptive Testing for Self-Directed Learning -- SECTION 3: Case Studies of Self Directed Learning Oriented Assessment in the Region -- 15. Learning Assessment Reform in Thailand -- 16. Concerns of Student Teachers: Identifying Emerging Themes through Self-assessment -- 17. Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers’ Attitudes towards Rasch Measurement -- 18. Accelerated Approach to Primary School English Education in China: Three Case Studies -- 19. Physical Education in Higher Education in Hong Kong: The Effects of the Intervention on Pre-service Sports Coaches’ Attitudes towards Assessment for Learning used in Sports -- 20. The Case of St Margaret’s Girls’ College: How SLOA Promotes Self Assessment and Peer Assessment to Enhance Secondary School Student English Learning -- Index. .
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-4507-0
URL:
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