The educational assessment of bilingual children in the Western world is highly controversial. The editors and authors of this book are experienced academics and practitioners in this field in the UK. They have taken the creative ideas of Jim Cummins across the Atlantic and have applied them through a novel technique of curriculum related assessment. The book describes the technique in detail and reports on its use in a wide range of settings. The book introduces the context and outlines some of the challenges facing teachers of bilingual children. Five central chapters show how teachers and psychologists have applied Cummins' framework to the analysis of classroom support; to specialist support for children with learning difficulties; to differentiating the curriculum in English and Science in secondary schools; to work with young children in primary schools; and to the assessment of children who have hearing impairment. These accounts demonstrate the flexibility and promise of the technique and also point out its limitations. The final section of the book applies Cummins' ideas to the analysis of language development in bilingual children. In addition, one chapter describes a new resource for assessing their language skills in both their languages.

This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design. Narrative, or storytelling, is often used as a means for understanding, conveying, and remembering the events of our lives. Our lives become a series of stories as we use narrative to structure our thinking; stories that teach, train, socialize, and create value. The contributions in this volume examine stories and narrative in instructional design and offer a diverse exploration of instructional design and learning environments. Among the topics discussed: The narrative imperative: creating a story telling culture in the classroom. Narrative qualities of design argumentation. Scenario-based workplace training as storytelling. Designing for adult learners' metacognitive development & narrative identity. Using activity theory in designing science inquiry games . Changing the narrative of school: toward a neurocognitive redefinition of learning. Educational Technology and Narrative is an invaluable resource offering application-ready ideas to students of instructional design, instructional design practitioners, and teachers seeking to utilize theories of story and narrative to the ways that they convey and express ideas of instructional design and educational technology.

The future of online assessment and measurement is in the hands of the early adopters and hardy pioneers who are determined to overcome the challenges and help push forward and out the learning and assessment paradigm. Each of these pioneers knows that teaching, training, operational, learning, and assessment advances can only be realized when online assessment and measurement is better understood. ""Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate"" features a number of case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas: elementary and secondary (K - 12), higher education, and corporate. The pioneers' stories of migrating from old and introducing new assessments to the online environment have been challenging, exhilarating and rewarding.

Movement in Citiesa describes and analyses urban travel in terms ofa purpose, distance and frequency of journeys and modes and routes used, concentrating mainly on British towns with many references to the United States and Australia.

The authors elucidate the all-important interrelations between location of activities and the patterns of transport supply and use within towns. The issues they raise are of pressing practical and intellectual importance.

This book was first published in 1980.

a"

The giant city of today is a unique phenomenon. Never before have such acute problems of government, the provision of essential services, planning, social life, and civilized living arisen from uncontrolled urbanization. In the West and in the East, in the more developed and in the less developed countries, in capitalist and communist states, the great metropolis represents a problem of the first importance which challenges the statesman, the official, the town planner, the political scientist, the sociologist and, above all, the intelligent citizen.

The editor has here assembled an authoritative series of studies describing the growth, significance, government, politics adn planning of twenty-four great cities of the world. They show how these widely scattered cities faced essentially similar problems. Each study deals with the actual working of one city in the 1950s, how its elective adn executive bodies are organized, the kind of political forces which motivate their activities, the scope and character of the municipal services, how they are finiance. The cities dealt with include Bombay, Amsterdam, Moscow, Montreal, Stockholm, Rome, New York, London, Sydney and Tokyo.

This book was first published in 1954.

This book was first published in it's current form in 1974.

This book was first published in 1977.

Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application. Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: introduces students to the key methods and debates surrounding language testing and assessment explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl, and Pamela Moss. The accompanying website to this book can be found at http://cw.routledge.com/textbooks/9780415339476/

This book was first published in 1977.

As part of the American school reform movement, administrators are searching for ways of measuring students' skills and progress within the system. Courts and McInerney focus on the qualitative assessment possible through the use of student portfolios, particularly at the college level. The authors are concerned that the teaching and learning process will be subsumed by assessment and will become even more test-driven than it now is. A critical look at multiple-choice, standardized examinations shows how unmindful our educational testing is of psychosocial diversity. The authors warn that in upgrading American education nationwide, more effective and self-confirming measures should be faculty developed and locally controlled. The authors propose a new compact among teachers and students as they take mutual responsibility for the learning process and changing curriculum.

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 -

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.

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.

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.

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 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.

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.

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.

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.

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.

In Diversity, Funding, and Standardized Testing in American Education, noted education expert Jose Martinez's examines current aspects of inequality in American education, examining the complex nexus of funding, diversity, and the increasingly contentious role of standardized testing. A readable narrative format assesses the extensive documentation, which demonstrates that inequality is becoming entrenched throughout the education system, in no small measure due to biases in standardized testing systems. Students from kindergarten through university face the arising challenges while their environments are becoming more diverse. Funding levels in education are also posited as causes of inequality. This complements the view that standardized testing at all levels of education mirrors and exacerbates entrenched economic inequality. Education funding and standardized testing at all levels have thus become basic mechanisms that purposefully reproduce and maintain a two-tiered society. The solutions are not difficult to discern, as other societies can attest, but Martinez's thought-provoking new book moves toward engaging them.

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

The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.