Student Perspectives on Assessment
What Students Can Tell Us about Assessment for Learning
Will be published approx. on 11. November 2009
Book
Hardback
338 pages
978-1-60752-353-6 (ISBN)
Description
Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 23 mm
Weight
672 gr
ISBN-13
978-1-60752-353-6 (9781607523536)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Content
Introduction.
Chapter 1. Student Perspectives of Assessment: Considering What Assessment Means to Learners; Gavin T. L. Brown, Dennis M. McInerney, and Gregory Arief D. Liem
Part I. Students' Perspectives of Assessment in Compulsory Schooling.
Chapter 2. Accessing Primary Pupils' Conceptions of Daily Classroom Assessment Practices; Ana Remesal
Chapter 3. Drawing Out Student Conceptions: Using Pupils' Pictures to Examine Their Conceptions of Assessment; Lois R. Harris, Jennifer A. Harnett and Gavin T. L. Brown
Chapter 4. My Teacher and My Friends Helped Me Learn: Student Perceptions and Experiences of Classroom Assessment; Bronwen Cowie
Chapter 5. Students' Voices in School-based Assessment of Hong Kong: A Case Study; Manman Gao
Part II. Studies with the Students' Conceptions of Assessment Inventory.
Chapter 6. Analyzing the Dimensionality of the Students' Conceptions of Assessment (SCoA) Inventory; Anke Weekers, Gavin T. L. Brown, and Bernard P. Veldkamp
Chapter 7. Beliefs that Make a Difference: Adaptive and Maladaptive Self-regulation in Students' Conceptions of Assessment; Gavin T. L. Brown, Elizabeth Peterson, and Earl Irving
Chapter 8. Test-Taking Effort and Score Validity: The Influence of Student Conceptions of Assessment; Steven L. Wise and Melynda R. Cotten
Chapter 9. A Multimethod Examination of University Students' Views of Assessment; Lisa F. Smith and Kelly Holterman ten Hove
Part III. University Students' Perspectives of Assessment.
Chapter 10. Assessment Practices in Higher Education in Brazil from the Students' Point of View; Daniel A. S. Matos, Sergio D. Cirino, and Gavin T. L. Brown
Chapter 11. How Can We Increase Student Motivation During Low-Stakes Testing? Understanding the Student Perspective; Anna Zilberberg, Allison R. Brown, J. Christine Harmes, and Robin D. Anderson
Chapter 12. Formative Assessment in Higher Education: Frequency and Consequence; Jeffrey K. Smith and Anastasiya A. Lipnevich
Chapter 13. Changing Insights in the Domain of Assessment in Higher Education: Novel Assessments and Their Pre-, Post- and Pure Effects on Student Learning; Mien Segers, Filip Dochy, David Gijbels, and Katrien Struyven
Index.
About the Authors.
Chapter 1. Student Perspectives of Assessment: Considering What Assessment Means to Learners; Gavin T. L. Brown, Dennis M. McInerney, and Gregory Arief D. Liem
Part I. Students' Perspectives of Assessment in Compulsory Schooling.
Chapter 2. Accessing Primary Pupils' Conceptions of Daily Classroom Assessment Practices; Ana Remesal
Chapter 3. Drawing Out Student Conceptions: Using Pupils' Pictures to Examine Their Conceptions of Assessment; Lois R. Harris, Jennifer A. Harnett and Gavin T. L. Brown
Chapter 4. My Teacher and My Friends Helped Me Learn: Student Perceptions and Experiences of Classroom Assessment; Bronwen Cowie
Chapter 5. Students' Voices in School-based Assessment of Hong Kong: A Case Study; Manman Gao
Part II. Studies with the Students' Conceptions of Assessment Inventory.
Chapter 6. Analyzing the Dimensionality of the Students' Conceptions of Assessment (SCoA) Inventory; Anke Weekers, Gavin T. L. Brown, and Bernard P. Veldkamp
Chapter 7. Beliefs that Make a Difference: Adaptive and Maladaptive Self-regulation in Students' Conceptions of Assessment; Gavin T. L. Brown, Elizabeth Peterson, and Earl Irving
Chapter 8. Test-Taking Effort and Score Validity: The Influence of Student Conceptions of Assessment; Steven L. Wise and Melynda R. Cotten
Chapter 9. A Multimethod Examination of University Students' Views of Assessment; Lisa F. Smith and Kelly Holterman ten Hove
Part III. University Students' Perspectives of Assessment.
Chapter 10. Assessment Practices in Higher Education in Brazil from the Students' Point of View; Daniel A. S. Matos, Sergio D. Cirino, and Gavin T. L. Brown
Chapter 11. How Can We Increase Student Motivation During Low-Stakes Testing? Understanding the Student Perspective; Anna Zilberberg, Allison R. Brown, J. Christine Harmes, and Robin D. Anderson
Chapter 12. Formative Assessment in Higher Education: Frequency and Consequence; Jeffrey K. Smith and Anastasiya A. Lipnevich
Chapter 13. Changing Insights in the Domain of Assessment in Higher Education: Novel Assessments and Their Pre-, Post- and Pure Effects on Student Learning; Mien Segers, Filip Dochy, David Gijbels, and Katrien Struyven
Index.
About the Authors.