Bøger i The Enabling Power of Assessment serien

This book transforms our current understanding of assessment practice in different educational settings and cultures. Drawing upon the resources of language games and critical realism the authors argue for an innovative engagement with the philosophical, theoretical and practical foundations of assessment. What is the connection between learning, motivation and assessment? Is assessment for learning a motorway or a blind alley for improved learning outcomes? How can creativity be assessed through the eyes of the connoisseur? How can assessment cultures be understood as forms of life and language games? Do new forms of society transform our assessment practices? A critical appreciation of the work of Royce Sadler is offered for assessment specialists.

This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape.

A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning.

This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning.

This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment.

Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content.The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related.

A critical issue in higher education is the effective implementation of assessment with the core purpose of promoting productive student learning.

This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning.

This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment.

Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content.The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related.