Assessment and Learning

About the Book

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)

Very clear read - the key principles of AfL were effectively described and illustrated. The articles are research-based. This is excellent. I will use the articles for my students′ reaction and reflection papers.

I have a plan to use the book for my graduate students, too.

Thank you very much. Very useful for PGCE students who are investigating assessment issues, as well as for MA and PhD students specifically researching this area Good consolidation of idears and theory of practice. Excellent coverage of a number of key contemporary debates in the field of assessment. Not specific to a particular context which is extremely useful for a more general study of the topic area which allows for discussion of a number of factors. A range of strategies to support assessment has been explored throughout this book. Practical examples provided. Easy to read and understand. This text is excellent for research and therefore will be used as a recommended piece of text. 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 Excellent book with good information for anyone wishing to learn more about assessment Assessment and Learning has an extensive range of ideas and perspectives on assessment that will continue to improve my own teaching and assessment methods. This book will also help improve teaching and learning for anyone who reads it. Each chapter is clear and easy to read, I would recommend this to any teacher or PGCE student. A must have. I have been looking for a text that will particularly support the concept "Assessment for Learning" and this does that very well. The end of chapter referencing has also provided the right level of links for learners on a Level Seven qualification." This is an excellent textbook that covers the bases of assessmet practice. I would recommend this to anyone wanting to get behind the theory associated with assessment for learning but it is not a practical guide to technique which might be more useful for trainee teachers. Although an excellent in-depth book about assessment, it is quite difficult reading at times, with heavy jargon (e.g. the heading on p82 "System-level accountability as a driver of alignment" which is not meaningful to the uninitiated). I would say it is more aimed at research level or someone teaching assessment, rather than the average assessor. Although not adopting the book, I am drawing it to the attention of someone who run a course in assessment. 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. This book brings together articles about key areas of assessment, which are relevant and up-to-date. Several of my students have bought copies and found it an excellent source of information for their assignments on Assessment. A most attractive structure, well organised and valuable illustrated examples. This text covers a wide range of areas. Of particular interest was the chapter on ‘validity in formative assessment’. Also, I enjoyed the chapter on ‘the reliability of assessments’. These chapters provide critical insight into the purpose of assessment. This text will be useful for teaching professionals who are interested in developing knowledge in assessment, learning and teaching. fantastic for the pgce 17 very well-written chapters divided into four distinct parts.

Highly recommended for anyone who is interested in the purpose, impact and the effectiveness of different assessment methods.
Well explained, easily accessed by a range of abilities. Useful diagrams to consolidate points. Discussion points well founded and useful to use in class. Very useful in all areas of the curriculum - especially within professional studies. A useful collection of published works appropriate for DTLLS Module 2. A useful and thorough book giving a good grounding in assessment theory and practice. The range of topics covered makes it useful for a diverse group of learners. It is particularly useful for those with a more academic interest who wish to gain a deeper understanding of assessment processes. A really useful book to back up assessment for PGCE student and teaching staff in general. Exploration of subject in significant depth with valuable further sources identified in comprehensive reference lists. A very informative and reflective guide for post graduate trainee teachers The content by itself is quite "narrow" but nevertheless very interesting and helpful for a teacher. " Clear explanations of terminology and concepts. Offers many topics for classroom debate - I particularly like the chapters on validity and reliability. 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. Excellent book added to reading list for ED303 Module This second edition is a worthy follow on from the previous edition: extant chapters have been refreshed and six new chapters now included. The authorial writing style makes the book an accessible and thought-provoking read for all who are interested in understanding learning. This is a really well-presented book collating a range of research on assessment fom the Assessment Reform Group (ARG), but it is too advanced for PTLLS learners in my opinon. I will use it as recommended reading for DTLLS, but will list it as an essential text for PGCE. This is a really well-presented book collating a range of research on assessment from the Assessment Reform Group (ARG), but it is too advanced for PTLLS learners in my opinon. I will use it as recommended reading for DTLLS, but will list it as an essential text for PGCE.
This book′s overarching theme is how assessment contributes to learning drawing on varied range of research from old favourites like Black and Wiliam and Ecclestone. The research is based in a variety of different contexts which broadens its applicability. The Learners′ Perspective chpter wa of particular interest as it is often neglected in discussions/ texts on assessment. Also of particular interest as a teacher trainer within FE was Instrumentalism and Achievement and the Chapter titled Role of Assessment in Developing Motivation was also of interest as motivation is very dear to my heart.