Contribution to Book
Assessment
Teaching Middle Years: Rethinking curriculum, pedagogy and assessment
(2017)
Abstract
This chapter develops an understanding of the common concepts underlying assessment theory and practice. It considers assessment from the perspective of external standardised testing as well as classroom assessment. The chapter elaborates on hallmarks of quality assessment in middle years assessment practice. Assessment occurs in socio-political and historical contexts: available choices for teachers and students and decisions about assessment priorities are therefore circumscribed by educational, socio-economic and political values dominant in those contexts at particular points in time. Against a background of internationally diverse education contexts, assessment is defined generally as the collection and analysis of evidence of student learning used for a range of purposes. Evidence from recent research identifies the importance of the intersection between assessment and student learning. Assessment can play an enabling role in teaching and learning but can also have unintended and negative consequences for teaching and learning. It is well recognised that narrowly construed assessments can reinforce a sense of failure and diminish self-esteem.
Keywords
- Assessment,
- Standardised testing,
- Assessment practice,
- Middle years,
- Student learning,
- Teaching,
- Learning
Disciplines
Publication Date
2017
Editor
D. Pendergast, & N. Bahr
Publisher
Allen & Unwin
ISBN
9781760292928
DOI
https://doi.org/10.4324/9781003117780
Citation Information
Claire M Wyatt-Smith, Lenore Adie, Fabienne van der Kleij and Joy J Cumming. "Assessment" 3rdCrows Nest, NSWTeaching Middle Years: Rethinking curriculum, pedagogy and assessment (2017) p. 301 - 320 Available at: http://works.bepress.com/fabienne-vanderkleij/27/