Human judgements underlie all assessments regarding the quality of students' understandings, and such judgements are conceptually complex and elusive. The study of the complexity of the judgement process is in its infancy but clearly warrants further critical investigation. However, what is demonstrated from the wide variety of international teacher judgement practices presented in this volume is that teacher judgement requires a lot more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. Teachers are struggling to maintain their interpretive freedom at the local, professional level in contexts where central policies promote standardisation or 'regulation' of judgement practice, for accountability purposes. This book was originally published as a special issue of Assessment in Education: principles, policy & practice.

Contents:
1. Using Portfolios for a Range of Purposes 2. Key Processes in Portfolio Development 3. Key Concepts in Portfolio Assessment 4. Problems and Pitfalls 5. A Case Study 6. Possibilities and Principles 7. Portfolios and Changes in Assessment

Human judgements underlie all assessments regarding the quality of students' understandings, and such judgements are conceptually complex and elusive. The study of the complexity of the judgement process is in its infancy but clearly warrants further critical investigation. However, what is demonstrated from the wide variety of international teacher judgement practices presented in this volume is that teacher judgement requires a lot more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. Teachers are struggling to maintain their interpretive freedom at the local, professional level in contexts where central policies promote standardisation or 'regulation' of judgement practice, for accountability purposes. This book was originally published as a special issue of Assessment in Education: principles, policy & practice.

The portfolio is a collection of work that cna include a diverse record of an individual's achievements over an extended period of time. They can be used in all phases of education and professional development and in a variety of ways. They can be used to show mastery of subject knowledge, help the students develop reflective practice, aid professional preparation (the planning of lessons), and assess a student's progress and gain employment.
Val Klenowski provides educators, headteachers, teachers, pre-service teachers and students with an informative and practical guide on how to implement portfolio use for assessment and learning purposes. She discusses and analyses the impact of portfolio use on assessment, curriculum and pedagogy and integrates learning and assessment theories with practice. It draws on the author's extensive experiences in Hong Kong, Australia and in particular the US, where portfolios are growing in popularity.

'This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.' - Professor Mary James, University of Cambridge, President, British Educational Research Association 'Highly readable and thoroughly researched, this call for a new vision of education deserves to be ready by all those who share the concern to shape today's assessment practices to meet the needs of tomorrow's society.' - Professor Patricia Broadfoot, CBE, University of Bristol Do you need a practical guide to assessment, curriculum and policy? Are you also looking for a book that is firmly grounded in theory and professional practice?

This book makes assessment processes transparent for practitioners, and shows how assessment should align with curriculum and teaching for success in education. The book will show you how practitioner use of achievement standards can improve learning, equity, social justice and accountability.

Inside this book, you will learn about: Quality assessment and judgement practice Relationships across curriculum, assessment, teaching and learning Front-ending assessment based on the learner's needs Practitioner judgement approaches and standards The conditions under which teacher assessment can be valid Principles derived from research of social moderation practices

Assessment for Education is the perfect guide for students, researchers, academics and teaches, and anyone working in curriculum and assessment policy.