Assessment and Learning
- John Gardner - The University of Stirling, UK
This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners.
With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features:
- New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning
- Teacher-friendly assessment topics
- Practical examples and chapter summaries throughout
This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment.
John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.
Well explained, easily accessed by a range of abilities. Useful diagrams to consolidate points. Discussion points well founded and useful to use in class.
Very useful in all areas of the curriculum - especially within professional studies.
A useful collection of published works appropriate for DTLLS Module 2.
A useful and thorough book giving a good grounding in assessment theory and practice. The range of topics covered makes it useful for a diverse group of learners. It is particularly useful for those with a more academic interest who wish to gain a deeper understanding of assessment processes.
A really useful book to back up assessment for PGCE student and teaching staff in general.
Exploration of subject in significant depth with valuable further sources identified in comprehensive reference lists.
A very informative and reflective guide for post graduate trainee teachers
The content by itself is quite "narrow" but nevertheless very interesting and helpful for a teacher. "
Clear explanations of terminology and concepts. Offers many topics for classroom debate - I particularly like the chapters on validity and reliability.
This is an essential text for any lecturer or post graduate student of assessment as it emphasises the link between assessment and learning. It takes this link a stage further by explicating the role of the professional development of the teacher in developing assessment literacy. The theoretical underpinning provided by the wide range of key authors reinforces the key idea that assessment can never be reduced to a set of formulaic techniques. The text also provides a framework for discussing the validity of formative assessment. This chapter by Gordon Stobart highlights the challenge of distinguishing between intending to bring about improvements in learning and actual improvement in learning. It extends the concept of validity beyond curricular alignment. Even though the text is UK based, it provides very useful insights into the perceived purposes and actual effects of widespread standardised testing. This is very relevant to the assessment context in the Republic of Ireland where policy is influenced by practice in other locales.
