Assessment of Learning

This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers' judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).

Wynne Harlen is visiting Professor at the University of Bristol

List of figures and tables	p. viii
Acknowledgements	p. ix
Introduction	p. 1
Assessment of learning in context	p. 9
Meanings, processes and properties of assessment	p. 11
Introduction	p. 11
Meanings	p. 12
Components of an assessment system	p. 14
Properties of assessment	p. 21
Assessment and the curriculum	p. 25
Introduction	p. 25
What we ought to assess	p. 27
Can these goals be assessed?	p. 32
What is possible	p. 33
Alternatives to tests	p. 35
Views of 'users' of assessment	p. 39
Introduction	p. 39
Users' views	p. 40
Comment on users' views	p. 46
Evaluating assessment methods	p. 49
Introduction	p. 49
Formative assessment	p. 50
Summative assessment for use within the school	p. 53
Summative assessment for use external to the school	p. 57
Evaluation of summative assessment practices	p. 62
Using teachers' judgments for assessment of learning in practice	p. 65
Using teachers' judgments	p. 67
Introduction	p. 67
The reliability of teachers' summative assessment	p. 68
Approaches to assessment by teachers	p. 70
Enhancing quality of teachers' assessment	p. 76
Summative assessment by teachers in action: examples in England	p. 81
Introduction	p. 82
The Foundation Stage Profile in England	p. 82
Properties of the Foundation Stage assessment	p. 84
End-of-Key-Stage assessment by teachers in England	p. 87
Properties of end-of-Key-Stage assessment by teachers	p. 90
National Vocational Qualifications in England	p. 93
Properties of NVQ assessment	p. 94
Comment	p. 96
Summative assessment by teachers in action: examples in other countries	p. 99
Introduction	p. 99
Scotland, Wales and Northern Ireland	p. 100
Examples from Australia	p. 106
An example from the USA: the BEAR assessment system	p. 110
Common themes	p. 112
Changing assessment practice and policy	p. 115
Teachers' assessment for and of learning	p. 117
Introduction	p. 118
Assessment for learning (formative assessment)	p. 118
Assessment of learning (summative assessment)	p. 121
Using evidence for formative and summative purposes	p. 123
A model for using evidence both to help and to report on learning	p. 127
Conclusion	p. 130
Summative assessment within the assessment system	p. 133
Introduction	p. 133
Uses and abuses of student assessment information: accountability and system monitoring	p. 134
Consequences of change	p. 141
Implications	p. 146
References	p. 149
Author index	p. 159
Subject index	p. 163
Table of Contents provided by Ingram. All Rights Reserved.

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Assessment of Learning

Summary

Author Biography

Table of Contents

Supplemental Materials