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Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: This book discusses how to use assessment to improve learning and to engage with accountability priorities at all levels. It describes efforts to move from a focus on assessment as measurement towards assessment as central in efforts to improve learning. Buchnummer des Verkäufers

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This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning.

The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content.

The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.

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“This is very well written and reader friendly; Designing assessment for quality learning is a must for those working in the field. Many will find excellent points for consideration and many teachers and researchers will be glad of the near future views of what, how, where and why assessment will change the way we teach and learn.” (Jesús García Laborda, British Journal of Educational Technology, Vol. 46 (3), 2015)

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Claire Maree Wyatt-Smith
Verlag: Springer (2014)
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Buchbeschreibung Springer, 2014. HRD. Buchzustand: New. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Buchnummer des Verkäufers GB-9789400759015

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Claire Wyatt-Smith (editor), Valentina Klenowski (editor), Peta Colbert (editor)
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Buchbeschreibung Springer Netherlands 2014-03-26, Heidelberg, 2014. hardback. Buchzustand: New. Buchnummer des Verkäufers 9789400759015

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Verlag: Springer, Netherlands (2014)
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Buchbeschreibung Springer, Netherlands, 2014. Hardback. Buchzustand: New. 2014 ed.. Language: English . Brand New Book. This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education. Buchnummer des Verkäufers AAZ9789400759015

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Verlag: Springer, Netherlands (2014)
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Buchbeschreibung Springer, Netherlands, 2014. Hardback. Buchzustand: New. 2014 ed.. Language: English . Brand New Book. This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education. Buchnummer des Verkäufers AAZ9789400759015

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Buchbeschreibung Buchzustand: New. Bookseller Inventory # ST9400759010. Buchnummer des Verkäufers ST9400759010

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Claire Wyatt-Smith, Val Klenowski, Peta Colbert
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Buchbeschreibung Springer. Hardback. Buchzustand: new. BRAND NEW, Assessment for Learning Improvement and Accountability, Claire Wyatt-Smith, Val Klenowski, Peta Colbert, This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book's structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education. Buchnummer des Verkäufers B9789400759015

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CLAIRE WYATT-SMITH
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Buchbeschreibung Springer, 2014. Hardback. Buchzustand: NEW. 9789400759015 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Buchnummer des Verkäufers HTANDREE0504485

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Claire Maree Wyatt-Smith, Val Klenowski, Peta Colbert,
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Buchbeschreibung Hardback. Buchzustand: New. Not Signed; This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two de. book. Buchnummer des Verkäufers ria9789400759015_rkm

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Wyatt-Smith, Claire
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Buchbeschreibung Springer, 2016. Paperback. Buchzustand: New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. Buchnummer des Verkäufers ria9789400759015_lsuk

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Verlag: Springer (2014)
ISBN 10: 9400759010 ISBN 13: 9789400759015
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Buchbeschreibung Springer, 2014. Buchzustand: New. This book discusses how to use assessment to improve learning and to engage with accountability priorities at all levels. It describes efforts to move from a focus on assessment as measurement towards assessment as central in efforts to improve learning. Editor(s): Wyatt-Smith, Claire; Klenowski, Val; Colbert, Peta. Num Pages: 398 pages, 23 black & white illustrations, 19 black & white tables, biography. BIC Classification: JNKD; JNT. Category: (P) Professional & Vocational. Dimension: 240 x 163 x 27. Weight in Grams: 772. . 2014. 2014th Edition. Hardcover. . . . . . Buchnummer des Verkäufers V9789400759015

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