Products related to Assessment:
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Learning, Teaching and Assessment in Higher Education : Global Perspectives
For both new and existing staff in HE, this book provides a handbook on learning to teach.Whilst considering the scholarship that has underpinned teaching and learning for the last half century, the book also takes into account the changing nature of the student body, HE institutions and potentially of learning itself.Features international perspectives on pedagogy.
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Bias-aware Teaching, Learning and Assessment
This book offers university teachers informed and practical strategies for raising awareness of bias in teaching, learning and assessment practices.Conscious and unconscious biases influence judgements, perceptions, decision making and actions, and societal awareness has now turned the spotlight on how higher education (HE) is addressing bias at institutional and individual levels. The urgency to do so is evidenced through recent studies which reveal the extent of the effects of discrimination and exclusion experienced by individual students, groups of students and members of staff.It can be difficult to know where to start and how to sustain effective impact to achieve inclusion, equity and equality of opportunity.This book offers informed and practical strategies for raising awareness of bias in teaching, learning and assessment practices and provides approaches to eliminate, limit and mitigate the negative effects of bias on university students.
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Assessment for Learning in Higher Education
"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities.It is also mandated by official bodies such as QAA in the UK.Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning. This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas.The authors present practical, often small-scale and eminently ‘do-able’ ideas that will make its introduction achievable.It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching.AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment.With this in mind there is guidance on the development of effective learning environments and communities through the use of: collaboration and dialogue authentic assessment formative assessment peer and self assessment student development for the long term innovative approaches to effective feedback . It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies. Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners.
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Assessment for Learning in Primary Language Learning and Teaching
This volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms.It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning.Key themes discussed in the volume include the relationship between AfL and language learning in childhood, which assessment methods are appropriate for primary-aged language learners, which methods support learner agency and engagement in the learning processes, and possible paths for future action, with a focus on implementation and researching AfL in primary language contexts.The findings of this book are relevant to global contexts and it will be of interest to postgraduate students and researchers in the fields of language education, language assessment and teacher education, as well as to primary and language teachers and school leaders.
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What exactly is a learning objective assessment?
A learning objective assessment is a tool used to measure a student's understanding and mastery of specific learning objectives or goals. It is designed to evaluate whether the student has achieved the intended learning outcomes, and can take the form of tests, quizzes, projects, or other assignments. The assessment is aligned with the specific learning objectives and provides feedback to both the student and the instructor on the student's progress and areas for improvement. Overall, a learning objective assessment helps to ensure that students are meeting the intended learning outcomes and are making progress in their education.
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Does the learning assessment (LSE) influence the grade?
Yes, the learning assessment (LSE) can influence the grade as it is designed to evaluate the student's understanding and application of the course material. The results of the assessment can contribute to the overall grade by reflecting the student's level of mastery of the subject. Higher scores on the LSE typically lead to a better grade, while lower scores may result in a lower grade. Therefore, it is important for students to perform well on the learning assessment to achieve a higher grade in the course.
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How is the assessment of learning objectives conducted?
The assessment of learning objectives is typically conducted through various methods such as exams, quizzes, projects, presentations, and assignments. These assessments are designed to measure students' understanding and mastery of the learning objectives outlined in the curriculum. Teachers may use rubrics, grading criteria, and feedback to evaluate students' performance and provide guidance for improvement. The results of these assessments help teachers identify areas where students may need additional support and tailor their teaching strategies accordingly.
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How will the teacher grade the assessment of learning progress?
The teacher will grade the assessment of learning progress based on predetermined criteria and standards. They will evaluate the students' understanding of the material, their ability to apply concepts, and their overall performance in the assessment. The teacher may use a rubric to provide specific feedback and assign grades accordingly. Additionally, the teacher may take into account factors such as effort, improvement, and class participation when determining the final grade for the assessment.
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Assessment for Teaching
Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings.Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions.Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning.Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning.Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.
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CEFR-informed Learning, Teaching and Assessment : A Practical Guide
This book is a practical guide to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV; COE 2018), which have increasingly been used to inform the language policies and teaching practices of countries within and outside of Europe.It helps practitioners to (i) grasp essential and core concepts of the Common European Framework of Reference, (ii) identify parts of the CEFR and the CEFR/CV as well as other CEFR-related resources and documents that are relevant for readers’ different purposes, and (iii) utilise and adapt these resources for their own needs.Written by practitioners for practitioners, this hands-on guide covers the philosophy of the CEFR, curricula, assessment, learner autonomy, the task-based approach, and teacher development.Logically explaining all aspects of the framework and its application, this manual helps readers deal with many of the difficulties encountered when using CEFR and the CEFR CV. The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university language departments and language centres responsible for developing their own curricula, teaching/learning approaches and assessment instruments; and policy-makers wanting to learn more about the implications of adopting the CEFR.It is a guidebook, a reference book and a workbook all in your hand.
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Assessment to Support Learning and Teaching : Problems and Solutions
This book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes. Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching.It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia.The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education. Providing critical insights and practical guidance, this book is an essential reference for teachers, school leaders and postgraduate students of education.
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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 throughoutThis 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.
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What is the assessment of the second state examination for teaching?
The second state examination for teaching is an assessment that evaluates a candidate's ability to teach and manage a classroom effectively. It typically includes a combination of written exams, oral exams, and practical teaching demonstrations. The assessment aims to ensure that candidates have the necessary knowledge, skills, and competencies to become qualified teachers. It is a rigorous evaluation that tests a candidate's understanding of educational theory, subject-specific knowledge, and pedagogical techniques. Passing the second state examination is often a requirement for obtaining a teaching license and entering the teaching profession.
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What is the assessment of education in Rousseau's work Emile?
In Rousseau's work Emile, the assessment of education is centered around the idea of natural education. He emphasizes the importance of allowing a child to develop freely and naturally, without the constraints of traditional education. Rousseau believes that education should be tailored to the individual child's needs and interests, rather than imposing a standardized curriculum. He also emphasizes the importance of hands-on learning and experiences in nature, as opposed to rote memorization and book learning. Overall, Rousseau's assessment of education in Emile is focused on nurturing the natural development of the child, rather than imposing external influences.
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How is the assessment of the learning objective control carried out?
The assessment of the learning objective control is typically carried out through various methods such as quizzes, tests, assignments, projects, and presentations. These assessments are designed to evaluate the students' understanding and application of the control concepts taught in the learning objective. Feedback is provided to students to help them improve their understanding and performance in controlling processes. Additionally, instructors may also use rubrics or grading criteria to ensure consistency in evaluating students' mastery of the learning objective.
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Should one study for the assessment of learning progress or not?
Yes, one should study for the assessment of learning progress. Assessments are important tools for measuring one's understanding and retention of the material. By studying for assessments, individuals can identify areas of weakness and work to improve their knowledge and skills. Additionally, preparing for assessments can help individuals feel more confident and reduce test anxiety. Overall, studying for assessments is a valuable way to track and enhance one's learning progress.
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