By Anton Havnes, Liz McDowell
This publication specializes in dilemmas inherent within the perform of overview within the modern context. New kinds of evaluate are being brought in all sectors of schooling and coaching, and the tradition of evaluate is transferring. The authors during this quantity speak about the perform of evaluate, reporting empirical study on modes of evaluation inside quite a few academic contexts, whereas additionally addressing conceptual and theoretical features of review. although such a lot guides on overview don't transcend one region or part of schooling and purely think of evaluate in a single nationwide context, this quantity is cross-sectoral and overseas in scope. This groundbreaking booklet illustrates the conceptual and sensible dilemmas of overview and increases matters which are suitable and appropriate throughout various modes of review and throughout numerous contexts the place overview occurs.
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This booklet makes a speciality of dilemmas inherent within the perform of evaluation within the modern context. New varieties of overview are being brought in all sectors of schooling and coaching, and the tradition of evaluate is transferring. The authors during this quantity talk about the perform of evaluate, reporting empirical study on modes of review inside various academic contexts, whereas additionally addressing conceptual and theoretical elements of overview.
The Sage guide of study on lecture room overview presents students, professors, graduate scholars, and different researchers and coverage makers within the agencies, organizations, checking out businesses, and college districts with a accomplished resource of analysis on all features of K-12 school room evaluate. The guide emphasizes concept, conceptual frameworks, and all types of learn (quantitative, qualitative, combined equipment) to supply an in-depth realizing of the data base in each one region of lecture room review and the way to behavior inquiry within the zone.
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Summative assessment of the students’ performance within the educational setting dominates and certification is at the core of mainstream assessment. There is a strong institutional resistance to uptake of new modes of assessment, and Falchikov and Boud call for an agenda for development of lifelong assessment. Gulikers et al. argue that the relationship between learning in professional education and workplace practice is not a direct relationship, but one that is mediated through what are termed criterion situations.
For example, assessment scholars have raised questions about using a single, timed, impromptu writing sample to assess writing ability. Camp (1983), claimed that arguments about the validity of this approach rest on questionable assumptions: 1. Impromptu writing is representative of all writing 2. (p. 6). , process-oriented views of effective writing instruction. Other scholars have argued that a single sample cannot adequately represent the variety of types of writing that examinees will be expected to employ in the contexts for which most assessments are designed.
There is greater awareness today of how historical and cultural factors constitute or form identities, images of possible selves, and how important this is in learning. Assessment plays a crucial role in identity formation. When students are assessed, whether by a teacher or by peers, the very language that is used is important for how they gradually come to view themselves as learners. indd 21 4/24/2007 5:07:56 PM 22 Olga Dysthe others judge them: ‘Students’ perceptions of their abilities are particularly sensitive to social comparison of information’ (Gipps, 1999, p.
Balancing dilemmas in assessment and learning in contemporary education by Anton Havnes, Liz McDowell