Description
Book SynopsisBased on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.
This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).
Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for rese
Table of Contents
1. Assessment-as-Learning in the Global Assessment Reforms Part I Revisiting Assessment-as-Learning from New Perspectives 2. Conceptualising Assessment-as-Learning 3. Assessment-as-Learning for the Development of Students’ Evaluative Judgement 4. Assessments Cause and Contribute to Learning: If Only We Let Them 5. The Role of Feedback Orientation in Converting External Feedback to Learning Opportunities for Implementing Assessment-as-Learning in the Context of Feedback Part II Meeting the Challenge of Implementation 6. Interplay between Students’ Perceived Utility, Accountability, Self-Efficacy and Social Awareness when Engaged with Peer Feedback: A Qualitative Interpretation 7. Designing Nested Tasks to Facilitate Students’ Mega-Cognitive Development: Assessment-as-Learning Practice from Two Award-Winning University Teachers 8. Dancing with Chains: How Does Assessment-as-Learning Fit in China? 9. Fostering Student Evaluative Judgement through Assessment-as-Learning in Tertiary English Language Classroom 10. The Conceptualisation of Student Self-Assessment Literacy: A Case Study of Chinese Undergraduates 11. Assessment-as-Learning through the Lens of Self-Regulated Learning: The Role of Normative Competence 12. Involved and Autonomy-Supportive Teachers Make Reflective Students: Linking Need-Supportive Teacher Practices to Student Self-Assessment Practices 13. Changing External Feedback to Learning Opportunities: A Study on Filipino University Students’ Feedback Orientation 14. Harnessing the Learning Potential of Feedback: Dedicated Improvement and Reflection Time (DIRT) in Classroom Practice 15. Synchronous Self-Assessment: Assessment from the Other Side of the Mirror 16. Supporting Quality of Learning by Letting Students Give their Own Grades – An Innovative Self-Assessment Model in University Mathematics 17. Supporting Students to Use Assessment-as-Learning 18. The Reciprocal Nature of Assessment-as-Learning and Feedback Literacy: Case Studies from Higher Education in Australia
