This title considers why summative assessment in English is difficult and explores viewing it as an arts subject rather than one which is quantifiable and assessable objectively. "Testing English" considers why English is such a difficult subject to assess summatively and takes the view that English is an arts subject rather than one which is quantifiable and assessable objectively. Bethan Marshall examines the nature of the subject, the battlegrounds of examinations over the last 100 years and considers some of the solutions that have been put in place to overcome the problem both in the UK and abroad. "Testing English" looks at the way English lends itself to formative assessment in that it actively encourages dialogue with the pupils in the absence of 'right answers'. It explores the complex relationship between formative and summative assessment and considers the relationship in the light of the introduction of Assessing Pupil's Progress (APP). It is an essential reading for postgraduate students and researchers looking at the complexities involved in assessing English.

Designed for classroom and independent study, our Revise Key Stage 2 Revision Guides provide simple, brilliantly smart support to Year 6 learners preparing for the National Curriculum tests. Features include: One-topic-per-page format that helps students revise more quickly, without the hassle Coverage of all topics included in the new National Curriculum tests 'Now try this' exam-style practice questions let students test their understanding of a topic and improve their exam technique Visual explanations of key concepts help students revise quickly and recall important information Reminders of concepts and skills in an interesting, accessible and easily-digestible way Simple structure makes it easy to follow, with write-in features that help children 'own' the books.

This book guides teachers as they develop and analyze meaningful assignments that can be used as formative assessments in the classroom. This system is easy and will result in relevant data to use for differentiation. The assessments are directly based on the work of the classroom rather than developed by an outside entity. They reflect the real work of the classroom and can be used to provide students, parents, and administrators with specific targeted feedback about the learning. In addition, teachers are guided in the design of differentiated assignments to help their students reach the grade level standards. *Specific, real-world examples that can be easily replicated *Structures for analyzing student work and differentiation instruction *Process will result in meaningful assessment pieces to monitor student learning *Perfect for a school or grade-level team *Guided reflection and application in each chapter

Modern science has proved that the fundamental traits of every individual are indelibly stamped in the shape of his body, head, face and hands-an X-ray by which you can read the characteristics of any person on sight.

Teaching content and measuring content are frequently considered separate entities when designing teaching instruction. This can create a disconnect between how students are taught and how well they succeed when it comes time for assessment. To heal this rift, the theory of meaningful learning is a potential solution for designing effective teaching-learning and assessment materials. Design and Measurement Strategies for Meaningful Learning considers the best practices, challenges, and opportunities of instructional design as well as the theory and impact of meaningful learning. It provides educators with an essential text instructing them on how to successfully design and measure the content they teach. Covering a wide range of topics such as blended learning, online interaction, and learning assessment, this reference work is ideal for teachers, instructional designers, curriculum developers, policymakers, administrators, academicians, researchers, practitioners, and students.

The rising cost of tuition, increasing competition, and mounting student loan debt has caused educational leaders to rethink degree programs and resources for learners. As such, open educational resources, prior learning assessment, open degree plans, and competency-based learning have gained popularity in the field of higher education. Enhancing Education Through Open Degree Programs and Prior Learning Assessment is a critical scholarly resource that examines teaching and learning materials that learners may freely use and reuse without charge. Featuring coverage on a broad range of topics such as open educational resources, prior learning assessment, and competency-based learning, this book is geared towards educations, professionals, school administrators, researchers, academicians, librarians, and students seeking current research on equity and access to higher education for all learners across the globe.

The constant creation of internet technologies has contributed to growing trends of scenario-based virtual environments and serious games in education. Along with these new technologies, there is an increasing interest in how students can be effectively assessed when using such virtual environments. Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education is a comprehensive collection that provides aspects of assessment in virtual worlds combined with lessons learned from critical reflection. These case studies present successes, challenges, and innovations to be utilised as a framework for practitioners and researchers to base their own effective forms of scenario-based learning. This publication would be of particular interest to practice-based disciplines such as education, nursing, medicine, and social work.

Have you been wondering how well your students understand engineering and technology concepts? Have you been wishing for formative assessment tools in both English and Spanish? If so, this is the book for you. Like the other 11 books in the bestselling Uncovering Student Ideas series, Uncovering Student Ideas About Engineering and Technology does the following: Brings you engaging questions, also known as formative assessment probes. The book's 32 probes are designed to uncover what students know-or think they know-about what technology and engineering are, how to define related problems, and how to design and test solutions. The probes will help you uncover students' current thinking about everything from the purpose of technology to who can become an engineer to how an engineering design process works. Offers field-tested teacher materials that provide best answers along with distracters designed to reveal preconceptions and misunderstandings that students commonly hold. Since the content is explained in clear, everyday language, even engineering and technology novices can grasp and teach it effectively. Is convenient even for time-starved teachers like you. The new probes are short, easy-to-administer activities that come ready to reproduce for speakers of both English and Spanish. In addition to explaining the engineering and technology content, the teacher materials note links to A Framework for K-12 Science Education and the Next Generation Science Standards and suggest grade-appropriate ways to present material so students will learn it accurately. Uncovering Student Ideas About Engineering and Technology has the potential to help you take an important first step in teaching for understanding-and perhaps transform your teaching about STEM-related topics.

The true success of a nation can be measured by its ability to create, disseminate, and utilize knowledge through education. A quality education instills in students the capability to add value to the economy through his or her skills, to participate in society, and to improve the overall wellness of his or her community. Systemic Knowledge-Based Assessment of Higher Education Programs offers theoretical and pedagogical research concerning the management of educational systems on both the national and international scale. Exploring the most effective ways to utilize intellectual capital, this publication implores educators to ensure that their students hone the skills necessary to interact in the globalized economy, using all of the information available to them. This book is a versatile asset for educators, administrators, government agencies, and students of education.

The development of an enabling and socially just learning environment in schools does not relate only to teaching and learning but also to assessment of and for learning. Of particular importance is the provision of assessment opportunities for learners with physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment adaptation focuses on assessment adaptations and methods of assessment (special concessions) for learners who experience reading and writing difficulties that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations. Guidelines for assessment adaptation provides a general and useful framework for assessment in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist them. Contents include the following: Principles of assessment; Specific learning difficulties; Curriculum adaptation; Identifying barriers to assessment; Description of assessment adaptations; Administrative procedures for assessment adaptations. Guidelines for assessment adaptation is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly.

College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors, feel bewildered and must "reinvent the wheel" when grappling with the challenges and responsibilities of grading and assessing student work. Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies-research based and field tested-in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.

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 -

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Sport First teaching: September 2016 First Exams: Summer 2017 Our revision resources are the smart choice for those revising for externally assessed Unit 2 in Sport BTEC Nationals. This book contains four full-length practice assessments, helping you to: Prepare, by familiarising yourself with the structure and process for completing your assessment Practise by writing responses straight into the book Perfect your external assessment skills for this unit, with targeted hints, guidance and support for every question, along with answers

With higher education turning towards data analytics as the next big advance in technology, it is important to look at how information is gathered and visualized for accurate comprehension, analysis, and decision-making. Packaging Digital Information for Enhanced Learning and Analysis: Data Visualization, Spatialization, and Multidimensionality brings together effective practices for the end-to-end capture and web based presentation of information for comprehension, analysis, and decision-making. This publication is beneficial for educators, trainers, instructional designers, web designers, and graduate students interested in improving analytical tools.

The South African curriculum has experienced many changes since 1994. There was outcomes-based education (also known as Curriculum 2005), then the Revised National Curriculum Statements, followed by the National Curriculum Statements (NCS). In January 2012, Curriculum and Assessment Policy Statements (CAPS) were introduced to replace the NCS. All these changes have been confusing to the average teacher, with the assessment of the young learner being particularly challenging. Assessment in the Foundation Phase guides teachers and student teachers towards understanding assessment as a means for ensuring that learners have attained the necessary outcomes, and doing it effectively for optimal teaching and learning. Assessment in the Foundation Phase sets out recommended techniques and tools to assess learners' knowledge, skills, attitudes and values, and applies these to all subjects prescribed by CAPS. Its goal is to inspire teachers to prepare learners to meet the challenges of future learning through quality assessment and in so doing, support learners in gaining the capacity for lifelong learning. A chapter on e-assessment introduces a useful perspective on this burgeoning field. Assessment in the Foundation Phase is aimed at teachers and student teachers. Reda Davin was a senior lecturer and programme manager in BEd (ECD), PGCE (ECD) and Foundation Phase progammes for 31 years. She holds a DEd degree and MDiac in play therapy and is the Head of Department: Foundation Phase Teacher Training at AROS in Pretoria. She is the editor and co-author of four books on early childhood teaching. Mariana Naude is a lecturer in mathematics for undergraduate student teachers (Foundation Phase) at Aros in Pretoria She is the co-editor of various text books published by Van Schaik Publishers, including Teaching Foundation Phase mathematics: a guide for South African students and teachers and Teaching life skills in the Foundation Phase.

The mission of higher education in the 21st century must focus on optimizing learning for all students. In a shift from prioritizing effective teaching to active learning, it is understood that computer-enhanced environments provide a variety of ways to reach a wide range of learners who have differing backgrounds, ages, learning needs, and expectations. Integrating technology into teaching assumes greater importance to improve the learning experience. Optimizing Higher Education Learning Through Activities and Assessments is a collection of innovative research that explores the link between effective course design and student engagement and optimizes learning and assessments in technology-enhanced environments and among diverse student populations. Its focus is on providing an understanding of the essential link between practices for effective "activities" and strategies for effective "assessments," as well as providing examples of course designs aligned with assessments, positioning college educators both as leaders and followers in the cycle of lifelong learning. While highlighting a broad range of topics including collaborative teaching, active learning, and flipped classroom methods, this book is ideally designed for educators, curriculum developers, instructional designers, administrators, researchers, academicians, and students.

Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state's testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.

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.

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that are taking place in the game-based environments. The field has been broadening the focus of assessment in game environments (i.e., what we measure), developing processes and methodologies that go beyond psychometrics practices (i.e., how we go about assessment in games), and implementing the game-based assessment (GBA) in real contexts. The current state of the field calls for a revisit of this topic to understand what we have learned from the research on this topic, and how the GBA work changed how the field thinks about assessment beyond game environments. Accordingly, this comprehensive volume covers the current state of research, methodology, and technology of game-based assessment. It features four major themes: what we are measuring in games, how GBA has influenced how people do assessment beyond games, new methods and practices, and implementations of GBA. The audience for this volume includes researchers, graduate students, teachers, and professional practitioners in the areas of education, instructional design, educational psychology, academic and organizational development, and instructional technology.