ISBN:
9789400717275
Language:
English
Pages:
Online-Ressource (XII, 303p. 33 illus, digital)
Series Statement:
Studies in Educational Leadership 15
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Educational tests and measurements
;
Education
;
Education
;
Educational tests and measurements
;
Schulleistungsmessung
Abstract:
Taking Stock of Here and Now /Judy L. Lupart, Charles F. Webber --School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment /Kenneth Leithwood --Lessons Learned: The Promise and Possibility of Educational Accountability in the United States /Charles L. Slater, Marla W. McGhee, Sarah W. Nelson --Student Assessment Policy and Practice in Alberta: An Assessment for Learning /Jim Brandon, Marsi Quarin-Wright --Fair and Ethical Student Assessment Practices /Jean L. Pettifor, Donald H. Saklofske --How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools /Joan Jeary, Vicki L. Schwean --Current Issues in Assessing Students with Special Needs /John Venn --Student and School Characteristics Related to Student Achievement: A Methodological Approach /John O. Anderson --Student Voice in Fair Assessment Practice /Nola Aitken --Grade Level of Achievement Data: Key Indicators for School-Based Decision-Makers /John Burger, Anna Nadirova --Teacher Feedback in Formative Classroom Assessment /Susan M. Brookhart --Using a Measurement Paradigm to Guide Classroom Assessment Processes /Sandy Heldsinger --Putting the Focus on Learning: Shifting Classroom Assessment Practices /Sherry Bennett, Dale Armstrong --The Ecology of Student Assessment /Charles F. Webber, Judy L. Lupart, Shelleyann Scott
Abstract:
This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current ove
Description / Table of Contents:
Leading Student Assessment; Contents; About the Editors; About the Contributors; Chapter 1: Taking Stock of Here and Now; Introduction; Leading Student Assessment from Here; Leadership; Fairness and Equity in Assessment; Factors Influencing Student Achievement; Assessment in the Classroom; Challenges Here and Now; Establishing Coherence; Knowing Enough; Recognizing Mistakes; Achieving Transparency and Authenticity; Addressing Diversity; Insights That Really Matter: The Old Chestnuts; Large-Scale Assessments Have Value; One Size Does Not Fit All; Understanding Takes Time; Research Matters
Description / Table of Contents:
Proactive Trumps ReactiveFrom Here to Boundary Breaking; References; Chapter 2: School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment; Challenge One: Compensating for the Critical Limitations of Large-Scale Assessment Data in Determining the Current Status of Student Learning; Narrow Focus; Lack of Reliability at the Local Level; Delays in Reporting Results; Challenge Two : Estimating Progress and Sustaining Continuous Improvement; Challenge Three: Responding to the Absence of Robust Information About the Causes of Students' Current Performances
Description / Table of Contents:
Challenge Four : Improving the Organizational Conditions That Support Productive School ImprovementDirect and Indirect Approaches to Improvement; The Indirect Approach Illustrated; Academic Press; Teacher Trust in Colleagues, Parents, and Students; Collective Teacher Efficacy; Challenge Five: Overcoming Common Errors in Human Judgment; Overweighting Vividness in Interpreting the Problem; Generalizing from a Small or Biased Sample; Failure to See That a Situation Is Unique or Different from Others in the Past; Failure to Modify a Single Approach or Strategy in Light of Situational Features
Description / Table of Contents:
Making Use of Theories or Schemas That Do Not Accurately Represent RealityConclusion; References; Chapter 3: Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Positive Outcomes of Accountability Systems; Unintended Consequences of Educational Accountability; Curriculum Narrowing; The Redirection of Instructional Time; Pushing Students Out; Accountability Reconsidered; Misplaced Accountability; Accountable to Whom?; Accountable for What?; Recommendations; Real-World Standards for a Broad Curriculum; Keeping Students In
Description / Table of Contents:
From Punishment to AssistanceDevelopment of a Learning and Assessment Culture; An Accountability Model; Democratic Participation; Conclusion: The Need for Dialogue; References; Chapter 4: Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Introduction; Conceptual Framework; Assessment Standards; Standard One: Quality Teaching as Situated, Collective Expertise-in-Action; Standard Two: Formative Assessment as Generative and Informative Teaching
Description / Table of Contents:
Standard Three: Summative Assessment, Grading, and Reporting as Consistent, Accurate, and Outcome - Referenced Descriptions of Learning
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-007-1727-5
URL:
Volltext
(lizenzpflichtig)
Permalink
