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Assessment and Learning

Assessment and Learning

Second Edition
Edited by:

December 2011 | 312 pages | SAGE Publications Ltd
Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. Readers will find research-informed insights from a wide variety of international contexts. It features:

  • New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning
  • Teacher-friendly assessment topics
  • Practical examples and chapter summaries throughout
  • This book is useful to teacher educators and researchers on graduate courses in education, teaching, learning and assessment.
John Gardner
Assesment and Learning: Introduction
Paul Black and Dylan Wiliam
Assessment for Learning in the Classroom
Dave Pedder and Mary James
Professional Learning as a Condition for Assessment for Learning
Siobhan Leahy & Dylan Wiliam
From Teachers to Schools: Scaling up Professional Development for Formative Assessment
Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James & Paul Newton
Alternative Perspectives on Learning Outcomes: Challenges for Assessment
Wynne Harlen
On the Relationship between Assessment for Formative and Summative Purposes
John Gardner
Quality Assessment Practice
Louise Hayward
Assessment and Learning: the Learner's Perspective
Kathryn Ecclestone
Instrumentalism and Achievement: A Sociocultural Understanding of Tensions in Vocational Education
Judy Sebba
Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries
Wynne Harlen
The Role of Assessment in Developing Motivation for Learning
Mary James, with Jenny Lewis
Assessment in Harmony with Our Understanding of Learning: Problems and Possibilities
Paul Black and Dylan Wiliam
Developing a Theory of Formative Assessment
Gordon Stobart
Validity in Formative Assessment
Paul Black & Dylan Wiliam
The Reliability of Assessments
Paul Newton
Validity, Purpose and the Recycling of Results from Educational Assessments
Concluding Remarks
John Gardner
Assessment for Learning: A Compelling Conceptualization

'Assessment and Learning is a useful and inspiring book for everyone concerned with the field of assessment and provides a comprehensible overview of the contemporary developments in the field of educational assessment, particularly assessment for learning'- Studies In Educational Evaluation

`Assessment for learning has come to play a significant role in learning and teaching and the Assessment Reform Group has played a pivotal role in this change. In Assessment and Learning past and present members of the group explore the implications of this change for practice, policy and research, in a way that is insightful, accessible and challenging' - David Bartlett, President - The Association for Achievement and Improvement through Assessment (AAIA)

An excellent collection of articles

Professor Daniel Valentine
Department Business Studies, Regent's University
December 8, 2015

This text provides an eclectic mix of relevant ideas which includes current thinking about assessment for learning and agency.

Dr Jane Jackson
Faculty of Education & Lang Studies, The Open University
April 29, 2016

This book provides a useful range of ideas that consider assessment and learning from both learner and assessor perspectives. Theoretical ideas include fascinating sociocultural perspectives, which suit students on the module it is being recommended for.

Dr Jane Jackson
Faculty of Education & Lang Studies, The Open University
April 29, 2016

Good evaluation of assessment and informative read

Mrs Terrie A Blaszczyk
Froebel College, Roehampton University
May 12, 2016

Excellent comprehensive book. Very good useful ideas for implementing key strategies around assessment in teaching and learning.

Ms Majella Veronica Dempsey
Department of Education, National Univ of Ireland, Maynooth
August 20, 2015

This is an essential text for any lecturer or post graduate student of assessment as it emphasises the link between assessment and learning. It takes this link a stage further by explicating the role of the professional development of the teacher in developing assessment literacy. The theoretical underpinning provided by the wide range of key authors reinforces the key idea that assessment can never be reduced to a set of formulaic techniques. The text also provides a framework for discussing the validity of formative assessment. This chapter by Gordon Stobart highlights the challenge of distinguishing between intending to bring about improvements in learning and actual improvement in learning. It extends the concept of validity beyond curricular alignment. Even though the text is UK based, it provides very useful insights into the perceived purposes and actual effects of widespread standardised testing. This is very relevant to the assessment context in the Republic of Ireland where policy is influenced by practice in other locales.

Ms Barbara Collins
Education, St. patrick's college Drumcondra DCU
March 11, 2015

Provides a comprehensive (or as comprehensive as any 300 page book can provide) overview of assessment and learning, by key recognised authors, who have all published extensively. Most of the chapters are fairly short, but signpost the reader to further reading.

Probably more suitable for PG students interested in assessment, or academic staff with an interest in assessment and AfL practices

Mr Andrew Holmes
Centre for Educational Studies, Hull University
March 4, 2015

Assessment and Learning provides a comprehensive overview of assessment which, while highlighting the complexity and problematic nature of this aspect of teaching and learning, supports knowledge and understanding of theory, policy and practice issues.

This is a great resource for trainee and newly qualified teachers who can be confident of the research informed insights discussed here by a number of well respected contributors.

Mr Jonathan Reid
School of Education, Oxford Brookes University
March 3, 2015

A range of strategies to support assessment has been explored throughout this book. Practical examples provided. Easy to read and understand.

Miss Caroline Mckeever
Health and Social Care, North West Regional College
September 26, 2014

Sample Materials & Chapters

Chapter 2

John R Gardner

Professor John Gardner (PhD  MSc  PGCE  BSc  FBCS  CITP  CEng  AcSS FCIEA) is Deputy Principal (Education and Students) at the University of Stirling. His main research and teaching interests include policy and practice in all sectors of education, particularly in relation to assessment and information technology.He has over 120 academic publications and has authored or co-authored seven books, the most recent being: Assessment and Learning (2012, Sage), Developing Teacher Assessment (2010, McGraw-Hill/Open University) and The Classroom X-Factor (2011, Routledge).  More About Author

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