Optimising New Modes of Assessment

ISBN 10: 1402013574 / ISBN 13: 9781402013577

Published by Springer, 2003

About this Item

pp. 312 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Seller Inventory # 7557409

Bibliographic Details

• Title: Optimising New Modes of Assessment
• Publisher: Springer
• Publication Date: 2003
• Language: English
• ISBN 10: 1402013574
• ISBN 13: 9781402013577
• Binding: Soft cover
• Condition: Used

About this title

Synopsis

French novelist Marcel Proust instructs us that, “a voyage of discovery consists, not of seeking new landscapes, but of seeing through new eyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible roles of players in the assessment drama. This edited book of readings jolts us out of traditional habits of mind about assessment. An international team of innovative thinkers relies on the best current research on learning and cognition, to describe how to use assessment to promote, not merely check for, student learning. In effect, they explore a new vision of assessment for the new millennium. The authors address the rapidly expanding array of achievement targets students must hit, the increasingly productive variety of assessment methods available to educators, innovative ways of collecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.

Review

"This edited book of readings jolts us out of traditional habits of mind about assessment... [The authors] explore a new vision of assessment for the new millennium."
Rick Stiggins, Assessment Training Institute, Portland, Oregon
"...This is a book not only an assessment interested audience will find useful and informative, but all educators and educational researchers should use it as an updated and rich resource for their work in the field of education."
Professor Kari Smith, Oranim Academic College, Israel
"Many readers of this book will react to or be challenged by the range and treatment of topics covered, with novel ideas or findings bubbling constantly to the surface. For that reason alone, the volume could be potentially useful as a library acquisition."
D. Royce Sadler, Griffith University