By Rita Berry, Bob Adamson (auth.), Rita Berry, Bob Adamson (eds.)
The early 21st century observed schooling reforms in lots of nations that have been pushed by way of new fiscal imperatives and that generally known as for a realignment of overview strategies to check the present academic pursuits. Divided into sections and fourteen chapters, this booklet presents an interpretation of why present evaluate guidelines take the shape that they do and the function and standing of evaluate for studying within the policy-making debates, and identifies the issues and demanding situations that experience happened and the resolutions that will be proposed. The chapters within the first part, assessment reform experiences, evaluate the heritage and improvement of overview coverage and perform in several international locations world wide and concentrate on the problems concerning evaluate reform in those nations. The salient positive aspects of the problems pointed out are mentioned within the moment part, issues within the spotlight, of the publication. The chapters during this part learn the origins/causes and speak about complexities, tensions, dilemmas and/or probabilities linked to the problem in addition to starting up the consequences of the difficulty for the way forward for evaluation reform, and attainable methods ahead.
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Additional info for Assessment Reform in Education: Policy and Practice
Assessment in Education: Principles, policy & practice, 5(1), 131–137. 14 R. Berry and B. , & Macdonald, R. (2003). Improving student learning through changing assessment – a conceptual and practical framework. Paper presented at the European Association for Research into Learning and Instruction Conference, Padova, Italy, Aug 2003. , & Hargreaves, E. (2000). What makes a good primary school teacher? Expert classroom strategies. London: RoutledgeFalmer. Hsü, I. C. Y. (2000). The rise of modern China.
For this reason, the book is divided into two parts. The first part focuses on policy; the second on implementation issues. Mary James’ chapter analyses developments with respect to AfL in the UK, which was one of the major centres of research and advocacy for assessment policy reform. James portrays the distinct ways in which AfL has been adopted and implemented in each of the four countries of the UK, and the extent of policy borrowing among them. AfL ideas and practices were developed and disseminated by members of the educational research community, with the UK Assessment Reform Group playing a leading role.
The chapter concludes by outlining the organization and contents of this book. 2 Functions of Assessment The term assessment describes a range of actions undertaken to collect and use information about a person’s knowledge, attitudes or skills. There are many different ways of categorizing the functions of assessment. The functions are mainly two folds: (1) for making judgments of the performance of individuals or the effectiveness of the system and (2) for improving learning (Berry, 2008a). Assessment is usually carried out in order to evaluate a student’s suitability to enter a particular school or profession, or to perform particular tasks (such as piloting an airplane).
Assessment Reform in Education: Policy and Practice by Rita Berry, Bob Adamson (auth.), Rita Berry, Bob Adamson (eds.)