Acknowledgement; Preface; Chapter 1: Our Aspirations; Why a Focus on Assessment for Learning Interactions?; The Promise; The Challenges; What this Book Seeks to Accomplish; How this Book Tells Our Story; Chapter 2: Assessment for Learning Interactions: Setting Out Our Thinking; Our Understanding of Assessment for Learning; Taking a Sociocultural View to Assessment for Learning Interactions; Teacher Repertoires of Assessment Practice Play a Role in Assessment for Learning Action; Assessment for Learning is Dynamic and Distributed Over Ideas, People, Actions and Resources; Dialogue and Scaffolding are Central to Assessment for Learning; Assessment for Learning Needs to Occur on Multiple Temporal Levels Simultaneously; Assessment for Learning is an Influence on Student Experience of Themselves as Learners; Concluding Comments; Chapter 3: Elaborating Our Context; The New Zealand Assessment Context; Science and Technology Education in New Zealand; The InSiTE Project; Working in Partnership; The InSiTE Students and Teachers; Teachers' Existing Ideas about Teaching Science and Technolgoy; The InSiTE Units; Chapter 4: Strengthening Teacher Planning and Preparation; Why a Focus on Planning and Preparation?; The InSiTE Subject-Specific Planning Frameworks; The Technology Learning Intentions Planning Layer; The Science Learning Intentions Planning Layer; Looking Across both Learning Intentions Layer; The Second Teaching Outline Layer; What was the Benefit of Careful Planning?; The Planning Framework as a Mediational Tool in Our Community of Practice; The Planning Framework as a Mediational Tool in Classroom Practice; Concluding Comments; Chapter 5: Assessment for Learning Interactions as Multimodal; Moving into the Multimodal Classroom; Extended Example 1: It's a Kiwi; Whole Lesson Comment; Extended Example 2: Making Percussion Instruments; Augmenting Talk and Writing with Modelling, Demonstrative Action and Role-Play; Challenges in the Use of Multiple Modes; Concluding Comments; Chapter 6: Material Artefacts as Scenarios and Resources for Ideas and Interaction; Why a Focus on Material Artefacts?; The Value of Concrete Examples: Interacting with Real Artefacts; The Use of Real Artefacts in Science; The Use of Real Artefacts in Technology; Teacher-Designed Artefacts Augment Talk; Artefacts to Activate and Problematise Student Knowledge and Experiences; Teacher-Designed Artefacts to Introduce Ideas; Challenges in the Use of Artefacts; Concluding Comments; Chapter 7: Pursuing Learning as Coherent, Connected and Cumulative; Why a Focus on Time?; Planning for and Responding to Student Learning as Connected and Cumulative; Talk to Develop Continuity, Connections and Coherence Over Time; Success Criteria as Source and Means for Developing Continuity, Connections and Coherence Over Time; Artefacts to Develop Continuity and Connection; Responding to Student Learning Over Time; Concluding Comments; Chapter 8: Fostering Student Learning Agency and Autonomy; What is Involved with Student Learning Agency and Autonomy?; Patterns of Participation for Learning as a Social and Shared Responsibility; Routines and Frequently Used Task Structures Constructing Learning as a Social Process; Recognising and Crediting Student Ideas and Suggestions; Patterns Associated with Freedom to Move and Seek out Support and Resources; The Distribution of Authority and Sources of Knowledge and Feedback; Fading Scaffolding to Support Agency and to Share Authority; Creating Opportunities to Experience and Understand how Quality is Judged; Activating Peers and Others as Sources of Information and Feedback; Seeding the Environment with Material Resources to Support Student Agency; Fostering Student Affiliation with Science and Technology; Attributing Value to Student out of School Experiences; Attributing Students with the Identity of Scientist/Technologist; Students Talking about Science and Technology; Concluding Comments; Chapter 9: Concluding Thoughts; Some Concluding Comments on Assessment for Learning in Practice; Some Implications for Further Research; Some Implications for Policy; Affirming our Definition of Assessment for Learning; References; Subject Index.
