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Educational Assessment in the 21st Century

Connecting Theory and Practice

  • Book
  • © 2009

Overview

Editors:
  1. Claire Wyatt-Smith

    1. Faculty of Education Mt Gravatt Campus, Griffith University, Mt Gravatt, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. J. Joy Cumming

    1. Faculty of Education Mt Gravatt Campus, Griffith University, Mt Gravatt, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • A host of internationally recognized authors explore the latest ideas on the future of assessment
  • Provides readers with a range of theoretical and methodological viewpoints
  • Includes an explanation of the authors’ frameworks to enhance both knowledge of different theories and understanding of viewpoints
  • Up-to-date and forward-thinking, reflecting newly emerging educational priorities
  • Practical and applicable to teaching practice

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Table of contents (14 chapters)

  1. Front Matter

    Pages I-XXV
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  2. Framing Assessment Today for the Future: Issues and Challenges

    1. Front Matter

      Pages 1-1
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    2. Framing Assessment Today for the Future: Issues and Challenges

      • J. Joy Cumming, Claire Wyatt-Smith
      Pages 1-16

  3. Creativity and Innovation in Assessment: New Skills and Capabilities, and Changing Communication Practices

    1. Front Matter

      Pages 17-17
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    2. Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning

      • Gunther Kress
      Pages 19-41

    3. Transforming K–12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support

      • Randy Elliot Bennett, Drew H. Gitomer
      Pages 43-61

    4. Assessment Issues and New Technologies: ePortfolio Possibilities

      • Glenn Finger, Romina Jamieson-Proctor
      Pages 63-81

    5. Towards Theorising Assessment as Critical Inquiry

      • Claire Wyatt-Smith, Stephanie Gunn
      Pages 83-102

  4. Building Social Capital: Difference, Diversity and Social Inclusion

    1. Front Matter

      Pages 103-103
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    2. Fairness in Assessment

      • Caroline Gipps, Gordon Stobart
      Pages 105-118

    3. Assessment, Gender and In/Equity

      • Susan M. Brookhart
      Pages 119-136

    4. Assessment, Disability, Student Engagement and Responses to Intervention

      • Deb Keen, Michael Arthur-Kelly
      Pages 137-155

    5. Assessment Challenges, the Law and the Future

      • J. Joy Cumming
      Pages 157-179

  6. Back Matter

    Pages 287-309
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Keywords

About this book

Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day.

Editors and Affiliations

  • Faculty of Education Mt Gravatt Campus, Griffith University, Mt Gravatt, Australia

    Claire Wyatt-Smith, J. Joy Cumming

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