Assessing Students: How Shall We Know Them?Routledge, 2015 M11 30 - 286 pages Assessment methods can largely determine what and how students learn, so it is vital that our assessment methods are appropriate to our true educational purposes. This book examines the issues underlying assessment procedures, such as truth, fairness, trust, humanity and social justice and goes on to consider the five key dimensions of assessment: * why assess? * what to assess? * how to assess? * How to interpret? * How to respond? Having guided us through the many conceptual and terminological traps, the book ends constructively with seventeen proposals for making assessment work in the best interests of our students. |
Contents
Introduction | |
The Purposes of Assessment | |
The SideEffects of Assessment | |
What to Assess? | |
How to Assess? | |
How to Interpret? | |
How to Respond? | |
References | |
Feedback | |
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ability academic achievement answer assessment constructs assessment methods assessor assignment behaviour Bel Kaufman Brian Klug candidate child colleagues conflation continuous assessment conversation course criteria criterion criterionreferenced curriculum degree develop discussion divergent effect employers essay evaluation exam examination example expected experience failed feedback feel formative assessment give given Gordon Allport grade idiographic individual instance interest interpretation judgements kind knowledge label labelling language learning less lifeskills marks Max Marshall means Michael Balint multiplechoice nomothetic normreferenced objectives one’s Open University overall paper particular people’s performance perhaps person Philip Jackson problems produce pupils qualities questions ranking relate relevant response Robert Pirsig scores selection selfassessment sideeffects simply situation skills social standard student suggest summative assessment task teacher teaching tell terminal assessment things tutor Vandome writing