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It combines practice, theory, research and extensive examples of assessment techniques to support academics in this vital part of their multi-faceted role. This book presents 39 innovative assessment practices from a range of disciplines and located in a clearly articulated theoretical framework. This framework is congruent with outcomes-based approaches, currently being implemented in universities in Hong Kong and elsewhere.
The practices, which can be modified for use in a wide range of contexts, illustrate how assessment can be used to engage students in productive learning, provide genuinely helpful feedback efficiently, and help students learn to evaluate and improve the quality of their own work. The book concludes with suggestions for responding to challenges at the interface between assessment and learning. He has published extensively on assessment and evaluation in education. Gordon Joughin is a senior education development officer at the Hong Kong Institute of Education with a special interest in oral assessment.
Ngar-Fun Liu is currently a freelance education consultant in Hong Kong. Her research interests include peer learning, curriculum design and assessment, bilingual education and second language listening comprehension.
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A pioneering book that should be taken up widely. My Cart.
ISBN 13: 9789622098237
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Traditionally, assessment plays a large role in the world of studying and directs learners towards what is important and what they should be doing in order to further progress Boud In traditional teaching and assessment practices, learners take tests, receive feedback and attend to the judgments of others. But typically, in a busy classroom, learners are not encouraged to be active agents in their own learning and in assessment processes. Assessment and Education consultant Margaret Cooze describes how in recent decades, discussions of assessment literacy have largely focused on the distinction between summative assessment, which is linked to assessment of learning i.
But these distinctions are oversimplified and often result in confusion, as summative assessment can be used formatively, and vice versa. Learning Oriented Assessment LOA , on the other hand, shifts the focus in the classroom from being goal-driven to learning-driven, and can be thought of as assessment as learning. In LOA, the learner is actively involved in their own assessment, whether in class activities, formative assessment tasks, written progress tests or external summative exams.
The teacher and student use the evidence of such assessments to refer back to the learning objectives for the stage of the course — be it a section of a lesson or a larger chunk of teaching — to decide whether effective learning has taken place and to plan further. This enables learners to develop into more autonomous learners with good reflective awareness and strategies for lifelong learning.
How Assessment Supports Learning: Learning-Oriented Assessment in Action
It encourages learners to be active agents in the learning and assessment processes by making choices and monitoring and evaluating their activity and progress. As Cooze describes, LOA draws on the valuable information all forms of assessment can provide, whether considered summative or formative, whether formal or informal and whether classroom based or external. The key concept that underpins LOA is evidence, and this can come from multiple sources, including the learner themselves. It needs to be practical to collect and interpret and should be mapped to a learning goal which is based on the overall syllabus.
Evidence also should not be treated as a passing or failing criteria, but instead should focus on each individual learner and inform their personal progress. Many teachers already gather evidence from their classroom activities and give feedback to their students.
How Assessment Supports Learning - Hong Kong University Press
This means that it has to move from the exclusive domain of assessors into the hands of learners. Hong Kong University Press.
Purpura, J Learning-oriented assessments of grammatical ability. Open global navigation Cambridge University Press. Insights Techniques Tools.