Exam Board: AQA Academic Level: GCSE Subject: History: Conflict and tension in Asia, 1950-1975 First teaching: September 2016 First Exams: Summer 2018 Designed for hassle-free, independent study and priced to meet both your and your students' budgets, this combined Revision Guide and Workbook is the smart choice for those revising for AQA GCSE (9-1) History and includes: A FREE online edition One-topic-per-page format 'Now Try This' practice questions on topic pages Exam skills pages including Worked examples with exemplar answers Exam-style practice pages with practice questions in the style of the exams Guided support and hints providing additional scaffolding, to help avoid common pitfalls Full set of practice papers written to match the specification exactly

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Compiling extensive research findings with real insights from the business world, this must-read book on performance appraisal explores its evolution from the classic appraisal to its current form, and the methodology behind its progression. Looking forward, Aharon Tziner and Edna Rabenu emphasize that well-conducted appraisals combine a mixture of classic and current, and are here to stay. The book first presents a primer to performance appraisals, covering the role of management, the appraisers, and external and political influences. The authors then present ways to improve the appraisal system through training, methodology and diversification. Consequently, they outline the key questions and opportunities facing the research and business communities, including the rapidly developing technological and democratic workforce. In particular, the authors highlight the need for the creation of a ''climate of performance'' and innovation in research, for the betterment of both the individual employee and society as a whole. Improving Performance Appraisal at Work is a comprehensive guide for researchers in business and management, human resource management and organizational behavior. The authors cover an extensive array of issues relating to the role of employee performance appraisal, making this book an excellent advisory text for those in professional human resource roles.

Aimed at researchers and students interested in language testing theory and practice, the chapters in this book vary in style and content and are both stimulating and robust. The book brings together a fascinating group of authors from the established to the new, presenting new ideas and challenging current orthodoxies.

Modern Classroom Assessment offers an applied, student- centered guide to the major research-based approaches to assessment in today's modern classroom. Rather than simply list basic assessment formats with a few examples, as many textbooks do, award-winning professor and scholar Bruce Frey's book fully explores all five key approaches for teacher-designed assessment-Traditional Paper-and-Pencil, Performance-Based Assessment, Formative Assessment, Universal Test Design, and Authentic Assessment -while making abstract concepts and guidelines clear with hundreds of real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and realistic stories from the classroom, this text will give any reader a strong foundation for designing modern assessments in their own classrooms.

This book is aimed at (a) practitioners who need to equate tests- including those with these responsibilities in testing companies, state testing agencies and school districts; (b) statisticians and other research workers interested in the theory behind such work and the use of model based statistical methods of data smoothing in applied work; (c) advanced graduate students in psychometric and measurement programs. While there are other books on test equating, and books of the use of kernel smoothing, no one has published any work on the kernel method of test equating. It is something of a unifying idea in equating and brings together several methods into an organized whole rather than treating them as a group of disparate methods.

This book is a report on the academic achievement assessment of Grade-6 students in primary school with a large-scale sample for the first time since the new curriculum reform. This report consists of the general report, reports on the four subjects of Chinese, Mathematics, Science and Morality and Society, the questionnaire survey report and assessment instruments. This report states the complexion of students' academic achievement including achievements and shortcomings and proposes some targeted suggestions. The methods and assessment instruments have important reference value for future academic achievement assessment.

Together, the words technology and assessment have different meaning for different people. Those who work with educational or instructional technology take these words to mean assessing the impacts of technology on teaching and learning. Test developers and psychometricians, however, consider ways in which computer-based technologies can be used to enhance current approaches to student assessment. This book examines technology and assessment from both perspectives by examining past, current and promising methodologies and applications in both fields. The influences instructional uses of technology and the increasing reliance on testing to gauge student and school performance have on one another are also explored. The book concludes by describing an organizational structure that could bring instructional applications of technology and assessment practices into closer alignment.

One of the key elements in determining the socio-economic significance of education is quality. Quality management plays an integral role in higher education by ensuring that quality benchmarks are being met, thereby attributing to its prestige, increased enrollment, and student success. Quality management policies must be successfully implemented for the institution to thrive. With quality management still in the growing stage, research is needed regarding the applications, challenges, and benefits of these policies within advanced academics. Quality Management Principles and Policies in Higher Education provides emerging research exploring the theoretical aspects of quality management policies and applications within the educational field. Featuring coverage on a broad range of topics such as faculty involvement, administration practices, and critical success factors, this book is ideally designed for educators, administrators, educational consultants, researchers, policymakers, stakeholders, deans, provosts, chancellors, academicians, and students seeking current research on successfully implementing quality management systems in teaching, learning, and administrative processes.

REVISE 11+ is the smart choice for 11+ Verbal Reasoning preparation. This book of Ten-Minute Tests: Provides additional exercises for regular and repeated practice, including homework Enables learners to perfect skills through increased volume and time-focused sessions Supports learners with enhanced answers and topics matched to the Revise 11+ Verbal Reasoning Practice Books Develops confidence for 11+ exams by focusing on the important skills. Preparation is more than just these Ten-Minute Tests! The REVISE 11+ series supports learners for every step of the journey. All titles in the series work together to provide the best support for the 11+. Introduce key skills with the REVISE 11+ Verbal Reasoning Practice Book 1. Take the next step with REVISE 11+ Verbal Reasoning Practice Book 2. Get exam-ready with REVISE 11+ Verbal Reasoning Assessment Book.

The increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read.

This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy. Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work. The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors' role within the implementation of the inspection process- an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.

What is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity.

Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application:

• Historical and theoretical foundations for the investigation of knowledge
• Current opportunities for understanding knowledge empirically
• Strategies for the aggregation and classification of knowledge
• Tools and methods for comparison and empirical testing
• Data interfaces between knowledge assessment tools
• Guidance in applying research results to particular fields

Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.

The hinge-factor to improving student learning is right before our eyes in the classroom, and yet big budget reforms continue to look outside of the classroom. The hinge-factor is ofeedback.oe The new cognitive feedback definition improves upon the old behaviorism one, offering new techniques and new strategies for teachers to use in classrooms. All teachers employ what they perceive to be feedback strategies, but most need to revisit the what, why, and how about feedback and the latest buzzword u formative assessment. Feedback is information communicated about an action, event, or process that relates back to the original source or goal. In the classroom, timely feedback can be any information that a learner receives as a consequence of performance that can be used to make improvements. Research and practice show that what is critical about feedback is: Not who gives it but who receives it. That it needs to be timely. Teachers need to learn basic techniques to efficiently turn curriculum statements into just-right learning targets so students can learn efficient progress monitoring with the help of the teacher. Students are adept at self-reporting and can learn strategies to track their own performances when instruction is deliberate. Learning to use a new definition of feedback, the hinge factor, teachers will find gains in classrooms without making other structural changes that are costly and political. Administrators can learn techniques to support teachers using the research during supervision.

Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury, theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition-success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day

This is an up-to-date revision of the classic text first published in 1983. It includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. It also includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models. The final section describes and discusses the Standards for Program Evaluation and the reformation of program evaluation.

edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure. Through edTPA, teacher candidates demonstrate their effectiveness in different aspects of teaching, including planning, instruction, assessment, analysis of teaching, and use of academic language. This book is a practical guide for anyone involved in edTPA implementation. The chapters are written by experienced teacher educators who are leading successful edTPA programs in their own universities, who are in the field, and involved in the work. They represent diverse teacher preparation programs, each with their own strengths and challenges. This book addresses the challenges of edTPA, while providing practical strategies for educative and thoughtful implementation. Organized into four sections, each section explores a different aspect of edTPA implementation, and provides guidance for leading faculty and teacher candidates through edTPA.

This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

In the seventies, countries lauded American education as one of the best systems in the world. Then came the accountability movement. What was measured was what counted. Those who measured low were punished. Those who measured high were rewarded. With measurements came the loss of emphasis on the critical thought so necessary to the preservation of American democracy and improving the American way of life. Where do children learn the skills, practice and habits of democracy? Sharron Goldman Walker s second volume on democracy in education asks educators, especially teachers and principals, to contemplate their roles in education and its connections with the preservation of American democracy. Do we send children to school to learn only how to achieve high scores on high stakes tests? If democracy is not learned by practice in the schoolhouse, how will children recognize it when they leave it? Will they be able to critically reflect upon the issues presented to them? Today s politics have descended into mutual shouting matches, name-calling, hate and fear. Without the ability to critically reflect upon divergent views through reasoned discourse what will be the quality of the democracy? If democracy in education is not practiced in the schoolhouse, democracy in America will vanish.

A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren't students getting it? And, just as important, why didn't the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey's work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction.

Every school district needs a system of sound superintendent performance evaluation. School district superintendents are and must be accountable to their school boards, communities, faculties, and students for delivering effective educational leadership. To assure that they are evaluated fairly, competently, and functionally, superintendents need to help their school boards plan and implement evaluation systems that adhere to the evaluation standards. Superintendent Performance Evaluation outlines some of the problems and deficiencies in current evaluation practice and offers professionally-based leads for strengthening or replacing superintendent performance evaluation systems. This book focuses on the on-the-job performance of school district superintendents as they implement school board policy. The decision to focus on performance evaluation reflects the importance of this kind of evaluation in the move to raise educational standards and improve educational accountability. Boards and superintendents are advised to make superintendent performance evaluation an integral part of the district's larger system for evaluating district needs, plans, processes, and accomplishments.

Assessering en leer is onlosmaaklik vervleg, aangesien assessering bepaal of leer plaasgevind het, watter leer plaasgevind het en watter leer nog moet plaasvind. Assesseerders is konstante metgeselle dwarsdeur leerders se lewens, wat die leerpad en die leertempo bepaal. Assesseerders moet dikwels besluite neem wat die leerders se toekoms kan rig. Assessering in Opvoedkunde beskryf die reis van assessering en verskaf waardevolle inligting en riglyne om die pad makliker te maak. Assessering in Opvoedkunde stel 'n verskeidenheid temas en uitdagings betreffende assessering in Graad R tot Graad 12 bekend. Daar is afdelings vir onderskeidelik die Grondslagfase, Intermediere Fase, Senior Fase, Verdere Onderwys en Opleiding vir skole en Verdere Beroepsonderwys en Opleiding. Die inhoud sluit die volgende in: Assessering volgens die KABV; Assessering gedurende die verskillende fases in die skool; Assessering vir TBO; Assessering teenoor evaluering; Observasie as 'n instrument vir assessering; Professionele etiek en vertroulikheid; Waarskuwingstekens gedurende die Voorskoolse tydperk asook die Grondslagfase; Assessering en verskillende intelligensies; Doelwitte vir en beginsels van assessering; Rekordhouding en rapportering van prestasies. Professor Johann Dreyer is werksaam aan die Universiteit van Suid-Afrika en het reeds duisende studente voorberei om hulle rol as assesseerders te vervul. Hy bied ook 'n assesseringskursus vir dosente by Unisa en ander universiteite aan. Hy is lid van die Assessors' Standards Generating Body, en het verskeie assesseringskursusse ontwikkel, help ontwikkel, en aangebied.

Revise smart and save! Available for Foundation and Higher tiers. Each book contains three complete sets of practice papers with full worked solutions and hints and notes on the marks allocated directly alongside the relevant steps of the solution, so your students can make most sense of them and build their confidence. Designed to survive the rigours of the classroom and home, all the papers are bound into a durable book. Accessible write-in format allows students to take an active role in their revision.

Our revision resources are the smart choice for those revising for the Year 6 National Tests. This book contains two full sets of ten-minute tests with scorecards and answers. This book will help you to: Prepare for your tests by familiarising yourself with the approach of the papers and the exam-style questions Practice answering questions by writing straight into the book just as you would in an exam Perfect your responses with fully worked answers