Student Perspectives on Assessment: What Students Can Tell Us About Assessment for Learning - Couverture rigide

Couverture rigide

ISBN 10 : 1607523531 ISBN 13 : 9781607523536

Editeur : Information Age Publishing, 2009

Synopsis

Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.

A propos du livre

Présentation de l'éditeur

Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.

Détails de l'édition

• Éditeur: Information Age Publishing
• Date d'édition: 2009
• Langue: anglais
• ISBN 10: 1607523531
• ISBN 13: 9781607523536
• Reliure: Relié
• Nombre de pages: 338
• Éditeur: McInerney Dennis M., Brown Gavin T. L., Liem Gregory Arief D.
• Coordonnées du fabricant: non disponible
• Personne responsable: non disponible