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Given the academic benefits of assessment-driven teaching, and the
growing accountability context of educational systems around the
world, there is a rapidly developing need to educate teachers in
effectively using assessments to promote, monitor, and report on
student learning. However, assessment has historically been a
neglected area in teacher education programmes, and empirical
research has consistently shown assessment as an area of challenge
for many teachers. While there is an increased focus across teacher
education and professional literature on enhancing the assessment
capacity of educators, there remains little empirical research on
innovative and data-based strategies to effectively achieve this
goal. The purpose of this text is to consolidate existing research
on assessment education and to provoke innovative and effective
approaches to educating teachers and teachers-in-training about
assessment. Given the dearth of relevant research, this text also
considers the matter of retention and extension of initial
assessment learning into teaching careers. Combined, the articles
in this text provide a foundation for novel thinking about
developing teachers' assessment capacity from pre-service to
in-service contexts. This book was originally published as a
special issue of Assessment in Education.
Offering an accessible entry into curriculum theory, this book
defines and contextualizes key concepts for novice and experienced
students. Leading scholars in curriculum studies provide short
anchor texts that introduce, define, and situate contemporary
curriculum theory constructs. Each anchor text is followed by two
concise, creative keyword responses that demonstrate varied
perspectives and connections, allowing readers to reflect on and
engage with the personal relevance of these fundamental concepts.
Useful to instructors and scholars alike, this book explains
keyword writing as a teaching and learning strategy and invites
readers to enter the complicated conversations of contemporary
curriculum theory through their own creative, personal responses.
Featuring wide-ranging, nuanced, and varied commentary on major
relevant themes, as well as discussion questions for students, this
book is an essential text for doctoral and masters-level courses in
curriculum studies.
Given the academic benefits of assessment-driven teaching, and the
growing accountability context of educational systems around the
world, there is a rapidly developing need to educate teachers in
effectively using assessments to promote, monitor, and report on
student learning. However, assessment has historically been a
neglected area in teacher education programmes, and empirical
research has consistently shown assessment as an area of challenge
for many teachers. While there is an increased focus across teacher
education and professional literature on enhancing the assessment
capacity of educators, there remains little empirical research on
innovative and data-based strategies to effectively achieve this
goal. The purpose of this text is to consolidate existing research
on assessment education and to provoke innovative and effective
approaches to educating teachers and teachers-in-training about
assessment. Given the dearth of relevant research, this text also
considers the matter of retention and extension of initial
assessment learning into teaching careers. Combined, the articles
in this text provide a foundation for novel thinking about
developing teachers' assessment capacity from pre-service to
in-service contexts. This book was originally published as a
special issue of Assessment in Education.
Offering an accessible entry into curriculum theory, this book
defines and contextualizes key concepts for novice and experienced
students. Leading scholars in curriculum studies provide short
anchor texts that introduce, define, and situate contemporary
curriculum theory constructs. Each anchor text is followed by two
concise, creative keyword responses that demonstrate varied
perspectives and connections, allowing readers to reflect on and
engage with the personal relevance of these fundamental concepts.
Useful to instructors and scholars alike, this book explains
keyword writing as a teaching and learning strategy and invites
readers to enter the complicated conversations of contemporary
curriculum theory through their own creative, personal responses.
Featuring wide-ranging, nuanced, and varied commentary on major
relevant themes, as well as discussion questions for students, this
book is an essential text for doctoral and masters-level courses in
curriculum studies.
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