Assessment of learning / Wynne Harlen.

Format:

Book

Author/Creator:

Harlen, Wynne.

Language:

English

Subjects (All):

Educational tests and measurements.

Students--Rating of.

Students.

Physical Description:

x, 164 pages ; 25 cm

Place of Publication:

Los Angeles : SAGE, 2007.

Summary:

This book takes a critical look at how school 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 author considers the pros and cons of using tests and examinations and of alternatives based on the judgments of teachers, in terms of four keys criteria: validity, reliability, impact and required resources. Drawing on evidence from research and examples of current practice, she sets out the case for making better use of teachers' judgment in assessment of learning; and shows how assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment). This book is for practising teachers, higher degree students, school management, advisers and active professionals with an interest in educational assessment and its effect on students' educational experiences and learning.

Contents:

Part 1 Assessment of learning in context 9

Chapter 1 Meanings, processes and properties of assessment 11

Meanings 12

Components of an assessment system 14

Properties of assessment 21

Chapter 2 Assessment and the curriculum 25

What we ought to assess 27

Can these goals be assessed? 32

What is possible 33

Alternatives to tests 35

Chapter 3 Views of 'users' of assessment 39

Users' views 40

Comment on users' views 46

Chapter 4 Evaluating assessment methods 49

Formative assessment 50

Summative assessment for use within the school 53

Summative assessment for use external to the school 57

Evaluation of summative assessment practices 62

Part 2 Using teachers' judgments for assessment of learning in practice 65

Chapter 5 Using teachers' judgments 67

The reliability of teachers' summative assessment 68

Approaches to assessment by teachers 70

Enhancing quality of teachers' assessment 76

Chapter 6 Summative assessment by teachers in action: examples in England 81

The Foundation Stage Profile in England 82

Properties of the Foundation Stage assessment 84

End-of-Key-Stage assessment by teachers in England 87

Properties of end-of-Key-Stage assessment by teachers 90

National Vocational Qualifications in England 93

Properties of NVQ assessment 94

Chapter 7 Summative assessment by teachers in action: examples in other countries 99

Scotland, Wales and Northern Ireland 100

Examples from Australia 106

An example from the USA: the BEAR assessment system 110

Common themes 112

Part 3 Changing assessment practice and policy 115

Chapter 8 Teachers' assessment for and of learning 117

Assessment for learning (formative assessment) 118

Assessment of learning (summative assessment) 121

Using evidence for formative and summative purposes 123

A model for using evidence both to help and to report on learning 127

Chapter 9 Summative assessment within the assessment system 133

Uses and abuses of student assessment information: accountability and system monitoring 134

Consequences of change 141

Implications 146.

Notes:

Includes bibliographical references and index.

ISBN:

9781412935180

1412935180

1412935199

9781412935197

OCLC:

132307581