Del i serien Assessment in Schools: Principles in Practice

Effective Assessment in Schools

Nyhet

Beyond Basics and Best Practices

Inbunden, Engelska, 2026

AvKelvin Tan,Tay Hui Yong,Chue Kah Loong,Amelia Yeo

2 849 kr

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This book provides students, teachers, and researchers with a deeper examination of educational assessment fundamentals and examines assessment beyond (best) practices. The authors go beyond simply updating what is best practice assessment by understanding “best practices” in a way that will hold true for the future, especially in the wake of the drastic disruptions in these past few years.Covering key topics of inclusive assessment, psychosocial impacts and wellbeing of students, and assessment in the age of technological proliferation and Artificial Intelligence, this book is divided into four sections: (a) “Assessment fit for future in schools, for society”, (b)”Assessment literacy, and leadership” (c) “Theories and technicalities of assessment ”, and (d) “Assessment for all learners in schools, and society”. By the end of the book, readers will have nuanced understandings of the complexities of assessment issues that can enable a re-examination of what is fundamental to assessment and learning in schools, and how that prepares our learners for uncertain futures in society.This book is a must-read for teachers, school leaders, policy makers, and researchers looking to reflect critically on their assessment practices, and consider new ways of formulating assessment that is fit for all learners in schools and beyond.

Produktinformation

Utgivningsdatum2026-08-21
Mått156 x 234 x undefined mm
FormatInbunden
SpråkEngelska
SerieAssessment in Schools: Principles in Practice
Antal sidor294
FörlagTaylor & Francis Ltd
ISBN9781032878379

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Kelvin Tan is Associate Professor, Learning Sciences and Assessment, National Institute of Education, Nanyang Technological University, SingaporeTay Hui Yong is Adjunct Senior Fellow, Learning Sciences and Assessment, National Institute of Education, Nanyang Technological University, SingaporeChue Kah Loong is Senior Lecturer, Psychology and Child & Human Development, National Institute of Education, Nanyang Technological University, SingaporeAmelia Yeo is Assistant Professor, Psychology and Child & Human Development, National Institute of Education, Nanyang Technological University, Singapore

Part 1: Assessment Fit for Future in Schools, for Society1. Preservice teachers’ conceptions of fairness in classrooms, schools, and societyAmir Rasooli and Michael Holden2. Assessment in an Inclusive ClassroomSimon Reynolds3. Assessment as the Safe Space for Student Wellbeing and LearningJill Willis and Julie Arnold4. A Review of Singapore’s Assessment Reforms and its Impact in Reshaping and Repositioning Assessment Practices in SchoolsWong Hwei Ming and Kelvin TanPart 2: Assessment Literacy, and Leadership5. Assessment Leadership: What? How? By Whom?Tay Hui Yong6. Re-conceptualising Assessment Literacy: Situated Perspectives on Practice and LeadershipDurka Devi Palaraju7. Resistance and Agency in Assessment for LearningKelvin Tan, Durka Devi Palaraju, Grace Koh, and Lin Shaojie8. Evaluating Assessment Initiatives: Evaluating the Influence of Leadership in Formative Assessment Implementation Across Two Primary Schools in SingaporeKiren Kaur9. Engaging students as feedback partners in Singapore schools: Affordances and constraints Jessica To and Grace KohPart 3: Theories and technicalities of assessment10. Principled assessment design for schoolsChue Kah Loong11. A critical assessment of the argument-based validity frameworkVahid Aryadoust and Azrifah Zakaria12. Assessment in the Digital AgeTay Hui Yong and Ralph Saubern13. Supporting assessment with learning progressionsChue Kah Loong, Kate Lafferty, and Melissa Barnes14. Item Response Theory and The Rasch ModelQianqian PanPart 4: Assessment for all leaners in schools, and society15. Fostering Trust in GenAI-Assisted AfL Feedback: Exploring the Intersection of Teachers’ and Students’ Literacies in Feedback and AIShamini Thilarajah, Farhan Ali, and Shanti Divaharan16. English Language Teachers’ Conceptions of Assessment Feedback: From Inspection To IntrospectionRachel Goh17. Recognising Students’ Gestures as Signs of Learning for Formative AssessmentAmelia Yeo and Fei Victor Lim18. Assessment for All (Special) Learners and the Lundy Framework of ParticipationXie Huichao and Kelvin Tan19. Using the Receptivity to Instructional Feedback Scale in Primary and Secondary Schools Anastasiya A. Lipnevich, Koh Ee Hway, Poh Lee Siew, Emilian A. Lipnevich, Edna Tay Chee Joo, and Kelvin Tan Heng Kiat20. Assessment Fit for our Future - beyond practices and paradigms to protect Human AgencyKelvin Tan

'Effective Assessment in Schools is one of the most compelling and comprehensive collections on assessment available. With must-read articles by leading scholars, it pushes our thinking and practice forward, strengthening assessment in today’s schools.'Christopher DeLuca, Professor, Faculty of Education, Queen’s University, Canada'Effective assessment is fundamental to student learning. This edited volume offers a comprehensive treatment of different aspects of assessment in Singaporean education and beyond. A stimulating read for researchers, teachers and graduate students.'David Carless, Professor, Faculty of Education, University of Hong Kong, Hong Kong.'Several decades ago the first edition of Rowntree's book, titled ‘Assessing students: How shall we know them?’' was published in 1977, with many reprints to follow. It provided an essential foundation for me as I began teacher preparation and remained a valuable text in changing times. I expect this exciting new volume, grounded in 'Effective Assessment in Schools; Beyond Basics and Best Practices' will be also very highly valued by beginning teachers and those advancing their teaching journey. There is much to learn through the chapters as they come together in an impressive volume. It is undoubtedly a book for today's classrooms in the digital era. I am confident that the volume will be well received by beginning teachers and those continuing their learning about the centrality of assessment to learner growth. I expect it will simulate not only individual learning but will also trigger new insights into the nature and function of assessment, how it is enacted, and becomes situated in policy, and practice.'Claire Wyatt-Smith, Professor Emeritus Australian Catholic University, Brisbane, Australia.