Assessment as learning : maximising opportunities for student learning and achievement / edited by Zi Yan and Lan Yang.

Format:

Book

Contributor:

Yan, Zi, 1979- editor.

Yang, Lan, editor.

Series:

Asia-Europe Education Dialogue

Language:

English

Subjects (All):

Educational tests and measurements.

Learning.

Education, Higher--Aims and objectives.

Education, Higher.

Physical Description:

1 online resource (299 pages)

Edition:

1st ed.

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, 2022.

Summary:

"Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts. This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes). Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education"-- Provided by publisher.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Contents

Figures

Tables

Acknowledgements

List of Contributors

Series Editor's Note

1. Assessment-as-learning in the global assessment reforms

PART I: Revisiting assessment-as-learning from new perspectives

2. Conceptualising assessment-as-learning

3. Assessment-as-learning for the development of students' evaluative judgement

4. Assessments cause and contribute to learning: If only we let them

5. The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback

PART II: Meeting the challenge of implementation

6. Interplay between students' perceived utility, accountability, self-efficacy, and social awareness when engaged with peer feedback: A qualitative interpretation

7. Designing nested tasks to facilitate students' meta-cognitive development: Assessment-as-learning practice from two award-winning university teachers

8. Dancing with chains: How does assessment-as-learning fit in China?

9. Fostering student evaluative judgement through assessment-as-learning in tertiary English language classroom

10. The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates

11. Assessment-as-learning through the lens of self-regulated learning: The role of normative competence

12. Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices

13. Changing external feedback to learning opportunities: A study on Filipino university students' feedback orientation

14. Harnessing the learning potential of feedback: Dedicated improvement and reflection time (DIRT) in classroom practice.

15. Synchronous self-assessment: Assessment from the other side of the mirror

16. Supporting quality of learning by letting students give their own grades: An innovative self-assessment model in university mathematics

17. Supporting students to use assessment-as-learning

18. The reciprocal nature of assessment-as-learning and feedback literacy: Case studies from higher education in Australia

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-00-305208-8

1-000-42653-X

1-003-05208-8

1-000-42659-9

9781003052081

OCLC:

1257665858