Balancing Dilemmas in Assessment and Learning in Contemporary Education
Prices & shipping based on shipping country
This book focuses on dilemmas inherent in the practice of assessment in the contemporary context. New forms of assessment are being introduced in all sectors of education and training, and the culture of assessment is shifting. The authors in this volume discuss the practice of assessment, reporting empirical research on modes of assessment within a variety of educational contexts, while also addressing conceptual and theoretical aspects of assessment. Though most publications on assessment do not go beyond one sector or phase of education and only consider assessment in one national context, this volume is cross-sectoral and international in scope. This groundbreaking book illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place.
Table of Contents
Section 1: Introduction
Anton Havnes and Liz McDowell: Assessment dilemmas in contemporary learning cultures.
Olga Dysthe: The challenges of assessment in a new learning culture.
Section 2 Connecting education and society through assessment
Sandra Murphy: Some consequences of writing assessment.
Lars Lindström: Novice or expert? Conceptions of competence in learning and practicing as a craft worker.
Judith Gulikers, Theo J. Bastiaens, Paul A. Kirschner: Perceptions of authentic assessment: dimensions of authenticity.
Nancy Falchikov and David Boud: The role of assessment in preparing for lifelong learning: problems and challenges.
Anton Havnes: Connecting education and work through assessment
Section 3 Assessment as institutional practice
Olga Dysthe, Knut Steinar Engelsen, Tjalve Madsen, Line Wittek: Explicit criteria in portfolio assessment from student perspectives: a theory-based discussion
Susan Orr: Real or imagined? The shift from norm-referencing to criterion-referencing
Olga Gioka: Examining science teachers formative assessment practices
Per Lauvås: Changing assessment practices in Norwegian higher education – from where to where?
Marieke H. S. B. Smits, Dominique M A Sluijsman, Wim M G Jochems: Perceptions of performance assessment in nurse education: meaningful for students and teachers?
Kari Smith and Harm Tillema: The challenges of assessing portfolios – in search of criteria.
Steinar Kvale: Contrasting contexts: assessment at work and in school
Section 4 Assessment as action
Patricia Broadfoot: Assessing literacy and the language of learning.
Kelvin Tan: Contrasting views of student self assessment
Liz McDowell: Students’ experiences of academic assignments: implications for assessment practice and formative assessment.
Janice Orrell: Assessment beyond belief: the cognitive process of grading.
Section 5 Epilogue
Anton Havnes is an educational developer and Associate Professor at Centre for Educational Research and Development at Oslo University College. His main areas of research are learning in higher education and the workplace, as well as assessment in higher education.
Liz McDowell is an educational researcher, developer and teacher at Northumbria University, UK, a National Teaching Fellow and Director of a national Centre for Excellence in Assessment for Learning. Her research interests are in assessment and student experiences of learning. She has thirty publications on these topics over the past ten years.