This is the story of one school's successful journey to a 'life after levels'. Together, the Headteacher and staff at one successful school took on the challenge: Where do we begin? What is the best assessment system for our school and our children? How do we make the most of assessment opportunities in the classroom? How do we create an assessment policy from scratch and implement it in the school? How do we evaluate it, re-shape it and talk about it to parents, the wider school community and our colleagues in primary education? Through exploring one school's story, this text supports teachers and schools in a time of uncertainty, confusion and choice to make the most of the new opportunity to assess children without the restrictions of levels. "The removal of Levels has given all professionals involved in education a unique opportunity to rediscover what we value in this key aspect of teaching and learning...and it is an opportunity that we must grab with both hands. I want this book to provide a time for reflection for teachers and school leaders to re-adjust their thinking on assessment and to get excited about it." - Sam Hunter -

Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings. This book furthers the ITC's mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers.

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.

Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. Yet, the close examination of such activities can be hindered by constraints caused by the context in which different teaching and learning activities occur and an unawareness of the effect that assessment has on the students themselves. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning. It will also be found useful by teachers when implementing various assessment methods. School administrators and teaching development professionals will find the book useful when making decisions related to learning and teaching issues.

The aim of this book is to examine how technical and institutional factors affect the responsiveness of public and private organisations to a change in accreditation standards, with specific reference to the vocational educational and training (VET) sector and ethical standards. In particular, the authors analyse the Italian experience regarding a new accreditation standard recently adopted in the Region of Lombardy. Although based on a national experience, this innovative approach to accreditation systems in the educational sector provides a more general framework of analysis of how ethics and compliance can be applied in business organisation worldwide.

J. T. Sandefur Western Kentucky University American's ability to compete in world markets is eroding. The productivity growth of our competitors outdistances our own. The capacity of our economy to provide a high standard of living for all our people is increasingly in doubt. As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises. Large numbers of American children are in limbo--ignorant of the past and unprepared for the future. Many are dropping out--notjust out of school--but out of productive society. These are not my words. They are a direct quote from the Executive Summary of the Carnegie Forum Report on Education and the Economy entitled A Nation Prepared: Teachers for the 21st Century (p. 2, 1986). This report was motivated by four purposes: 1. To remind Americans, yet again, of the economic challenges pressing us on all sides; 2. To assert the primacy of education as the foundation of economic growth, equal opportunity and a shared national vision; 3. To reaffirm that the teaching profession is the best hope for establishing new standards of excellence as the hallmark of American education; and 4. To point out that a remarkable window of opportunity lies before us in the next decade to reform education, an opportunity that may not present itself again until well into the next century.

"Curriculum and Assessment" is the first volume of a new series International Perspectives on Curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

This volume and the series is timely as administrators and policy-makers in different parts of the world have taken an increased interest in education, and as moves to centralise curriculum provision have gathered pace. This has in some cases driven a wedge between curriculum theory and curriculum practice, as policy-makers have developed and implemented proposals without referring to academic debates about these issues. It therefore is an important task to reassert the need to discuss and debate the curriculum in a critical manner before implementation occurs. This volume sets about that task, addressing policy-makers, administrators, teachers and the research community.

Give students the repeated practice they need to master the reading skill of using context clues, and succeed on tests! Each of the 35 reproducible pages features a high-interest fiction and nonfiction reading passage with bubble-test practice questions that target this essential comprehension reading skill. Flexible and easy to use--in school or at home--the book also includes model lessons, pre- and post-assessments, and an answer key.

Essential reading to support principled assessment decisions in the classroom Assessment has become an increasingly complex area for primary schools in recent years, with schools and academy trusts trying to create their own ways of assessing without levels. Trainee teachers find it hard to understand key principles in assessment when practice in each of their school experiences is so varied. This 'essentials' text supports trainee and beginning teachers to understand the current context and consider essential principles for good practice in primary assessment. The book: - features explanations of key terminology - includes practical examples from classrooms and schools - supports teacher assessment literacy - explores the assessment system as a whole - covers formative and summative assessment, pupil progress, data and moderation.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.
Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.

This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.

The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.

eBook available with sample pages: 0203133234

This book contains a collection of performance tasks and easy-to-use assessment tools, ready to be photocopied and distributed to your students. The tasks in this book ask students to write letters, prepare posters, create charts and graphs, prepare 3D models, write skits, take surveys, and otherwise apply what they have learned.

Evaluating Creative Practice discusses:
*the function of evaluation in general
*the role of formal assessment and its relation with informal evaluation
*the role of the audience for the creative product
*the value of making within the subject discipline
*the balance within the subject paid to product and process
*the role of reflection and the place of the students voice.
Examples of practice from subject disciplines English, Art, Music, Drama, Media Studies, Design and Technology, Gallery Education and Digital Arts will enable those involved with primary, secondary, further, higher, gallery and community education to learn from each other and to develop a coherent approach to the range of creative work produced by young people. By focusing on questions of evaluation and containing a range of practical examples the book sets an agenda for creative work by young people in the school curriculum and beyond.

Contents:
1. Introduction: Evaluating Creativity Julian Sefton-Green, Weekend Arts College 2. Art Education and Talk: From Modernist Silence to Postmodern Chatter Karen Ramey, University of East London and Howard Hollands, Middlesex University 3. Evaluation and Design and Technology John Garvey, Brunel University School of Education and Anthony Quinlan, Sudbury Junior School, Wembley 4. Writing in English and Responding to Writing Muriel Robinson, University of Brighton and Viv Ellis, University of Brighton 5. Music as a Media Art: Evaluation and Assessment in the Contemporary Classroom Lucy Green, London University Institute of Education 6. Measuring the Shadow or Knowing the Bird: Evaluation and Assessment in Drama Education John Somers, Exeter University 7. Making the Grade: Evaluating Student Production in Media Studies David Buckingham, Institute of Education University of London, Pete Fraser, Long Road Sixth Form College, Cambridge and Julian Sefton-Green, Weekend Arts College 8. Whose Art is it Anyway? Art Education outside the Classroom Rebecca Sinker, Middlesex University 9. Making Multimedia: Evaluating Young People's Creative Multimedia Production Rebecca Sinker, Middlesex University 10. From Creativity to Cultural Production: Shared Perspectives Julian Sefton-Green, Weekend Arts College

At the close of the twentieth century the stereotyping and demonization of 'others', whether on religious, nationalist, racist, or political grounds, has become a burning issue. Yet comparatively little attention has been paid to how and why we fabricate images of the 'other' as an enemy or 'demon' to be destroyed. This innovative book fills that gap through an interdisciplinary, cross-cultural approach that brings together a distinguished array of historians, anthropologists, psychologists, literary critics, and feminists.
The historical sweep covers Greco-Roman Antiquity, the MIddle Ages, and the MOdern Era. Antisemitism receives special attention because of its longevity and centrality to the Holocaust, but it is analyzed here within the much broader framework of racism and xenophobia. The plurality of viewpoints expressed in this volume provide fascinating insights into what is common and what is unique to the many varieties of prejudice, stereotyping, demonization, and hatred.

Computerized assessment offers many opportunities for innovations in measurement. In contrast to static paper-and-pencil instruments, computerized assessment can capitalize on the dynamic capabilities of the computer. For example, the difficulty of administered items can be adopted to the ability of the examinee, thus eliminating items that are too hard or too easy. Multimedia computers provide the opportunity to revolutionize assessment. Stereo sound, animation, and full-motion video can be incorporated into assessment tools and aid in the measurement of individual differences ranging from musical skills to interpersonal abilities.
"Innovations in Computerized Assessment" presents the experiences of leading researchers in computerized assessment. The book places particular emphasis on the dilemmas that were faced by the researchers. Questions addressed include:
* What problems did they confront?
* What were the pros and cons of various options?
* How were dilemmas resolved?
* Were the solutions good ones?

Clearly structured and illustrated with tables, charts and figures to help educators come to terms with how best to evaluate a course, this text provides tips intended to make course evaluation easy, clearly demonstrating the place of different types of assessment in education.

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools. With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, researchers, and practitioners in the fields of language education, second language acquisition, language teaching and learning, and applied linguistics.

This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis. Insightfully unpacking the 'lessons learned' from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.

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.

Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated. The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.

Developmental Education is an approach to education in school that aims at promoting children's cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 - 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils' development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.

My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P. K. Y onge Laboratory School. This interest was sparked when it became apparent that testing the success of an education program required more skills than just statistics and research methods. After pursuing additional formal schooling, I embarked on a career featuring educational program evaluation as its central thrust--as a private consultant, later in a university health sciences center involving seven academic colleges, and then in the Cooperative Extension Services of Florida and Maryland. Adding evaluability assessment (EA) to the performance of evaluations, to program development, and to teaching about evaluation has been a significant development for me personally, and I hope to those who have been participants with me in each endeavor. This book grew out of many of these experiences and involved numerous colleagues who made significant contributions. First among these is Dr. George Mayeske, Program Evaluation Specialist, Extension Service, U. S. Department of Agriculture, Washington, D. c.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. In a collection of her most influential work spanning nearly four decades, Patricia Broadfoot applies her trademark sociological and comparative perspective to empirical studies at every level of the educational system. From her classic long-term study of the impact of changing national assessment policies on pupils and teachers in the classrooms of England and France to her sustained championship of the need for a better understanding of the impact of assessment on learning, Broadfoot has consistently championed the need for a more developed sociological understanding of assessment. Broadfoot's accessible writing offers insights that are as novel as they are important for the education of future generations. This book allows readers to follow themes and strands across Patricia Broadfoot's career and will be of interest to all followers of her work and any reader interested in the development of teaching, learning and assessment.

Criminal Justice Internships: Theory Into Practice, Tenth Edition, guides the student, instructor, and internship site supervisor through the entire internship process, offering advice and information for use at the internship site as well as pre-planning and assessment activities. With increasingly more programs offering or requiring internships, the need for guidance is answered by McBride's counsel, offering students a means of enhancing their credentials and gaining a foothold in a competitive job market. Divided into four sections Pre-internship Considerations, Professional Concerns, The Role of the Organization, and Assessment and Career Planning this book offers resources to enrich the student's experience and lay the foundation for future professional success. Students learn basics such as choosing an internship site at either a public agency or a private firm, resume-writing techniques, effective use of social networks, interviewing skills, and the importance of setting and developing goals and assessing progress. The book serves as a reference tool for professors and supervisory personnel who assist and supervise students during their internships. Suitable for all Criminal Justice, Justice Studies, Financial Crimes and Cybersecurity Investigations, and Pre-law undergraduate programs, Criminal Justice Internships is also useful in Social Sciences programs with a service-learning component.