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In an age where the quality of teacher education programs has been
called into question, it is more important than ever that teachers
have a fundamental understanding of the principles of human
learning, motivation, and development. Theory to Practice:
Educational Psychology for Teachers and Teaching is a series for
those who teach educational psychology in teacher education
programs. At a time when educational psychology is at risk of
becoming marginalized, it is imperative that we, as educators,
"walk our talk" in serving as models of what effective instruction
looks like. Each volume in the series draws upon the latest
research to help instructors model fundamental principles of
learning, motivation, and development to best prepare their
students for the diverse, multidimensional, uncertain, and
socially-embedded environments in which these future educators will
teach. The inaugural volume, Teaching on Assessment, is centered on
the role of assessment in teaching and learning. Each chapter
translates current research on critical topics in assessment for
educational psychology instructors and teacher educators to
consider in their teaching of future teachers. Written for
practitioners, the aim is to present contemporary issues and ideas
that would help teachers engage in meaningful assessment practice.
This volume is important not only because of the dwindling presence
of assessment-related instructional content in teacher preparation
programs, but also because the policy changes in the last two
decades have transformed the meaning and use of assessment in K-12
classrooms.
In an age where the quality of teacher education programs has been
called into question, it is more important than ever that teachers
have a fundamental understanding of the principles of human
learning, motivation, and development. Theory to Practice:
Educational Psychology for Teachers and Teaching is a series for
those who teach educational psychology in teacher education
programs. At a time when educational psychology is at risk of
becoming marginalized, it is imperative that we, as educators,
"walk our talk" in serving as models of what effective instruction
looks like. Each volume in the series draws upon the latest
research to help instructors model fundamental principles of
learning, motivation, and development to best prepare their
students for the diverse, multidimensional, uncertain, and
socially-embedded environments in which these future educators will
teach. The inaugural volume, Teaching on Assessment, is centered on
the role of assessment in teaching and learning. Each chapter
translates current research on critical topics in assessment for
educational psychology instructors and teacher educators to
consider in their teaching of future teachers. Written for
practitioners, the aim is to present contemporary issues and ideas
that would help teachers engage in meaningful assessment practice.
This volume is important not only because of the dwindling presence
of assessment-related instructional content in teacher preparation
programs, but also because the policy changes in the last two
decades have transformed the meaning and use of assessment in K-12
classrooms.
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