Assessment and Learning

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. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. 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 postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.

Table of Contents:
Assesment and Learning: Introduction - John Gardner PART ONE: PURPOSES AND PRACTICE Assessment for Learning in the Classroom - Paul Black and Dylan Wiliam Professional Learning as a Condition for Assessment for Learning - Dave Pedder and Mary James From Teachers to Schools: Scaling up Professional Development for Formative Assessment - Siobhan Leahy & Dylan Wiliam Alternative Perspectives on Learning Outcomes: Challenges for Assessment - Richard Daugherty, Paul Black, Kathryn Ecclestone, Mary James & Paul Newton On the Relationship between Assessment for Formative and Summative Purposes - Wynne Harlen Quality Assessment Practice - John Gardner PART TWO: IMPACT Assessment and Learning: the Learner′s Perspective - Louise Hayward Instrumentalism and Achievement: A Sociocultural Understanding of Tensions in Vocational Education - Kathryn Ecclestone Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries - Judy Sebba The Role of Assessment in Developing Motivation for Learning - Wynne Harlen PART THREE: THEORY Assessment in Harmony with Our Understanding of Learning: Problems and Possibilities - Mary James, with Jenny Lewis Developing a Theory of Formative Assessment - Paul Black and Dylan Wiliam PART FOUR: VALIDITY AND RELIABILITY Validity in Formative Assessment - Gordon Stobart The Reliability of Assessments - Paul Black & Dylan Wiliam Validity, Purpose and the Recycling of Results from Educational Assessments - Paul Newton Concluding Remarks Assessment for Learning: A Compelling Conceptualization - John Gardner

About the Author :
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). 

Review :
′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)