Overview
Reveals teachers’ classroom assessment strategies initiated in and designed for their own classroom instruction
Offers insights into how teachers practice and learn from classroom assessment in different educational contexts
Compares and contrasts how the global discourse on assessment for learning is assimilated within teachers’ practices in ways that fit (and may not fit) different cultural and policy contexts
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (12 chapters)
-
Front Matter
Keywords
About this book
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
Editors and Affiliations
About the editors
Dr Jiang Heng is an assistant professor at the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning, curriculum studies, and comparative education. She has published in peer-reviewed academic journals such the Journal of Teacher Education, and Intercultural Education, and delivered presentations at international conferences. She has led and co-led several funded research projects on teacher learning in Singapore. Her most recent book is “Learning to Teach with Assessment: A Student Teaching Experience in China” published by Springer.
Dr Mary F. Hill is an associate professor at the Faculty of Education and Social Work at the University of Auckland, New Zealand. Her research interests span teachers’ assessment practices and teacher professional learning. She teaches the Practitioner Research Methods postgraduate course at the Faculty and has supervised numerous masters’ and doctoral students’ theses projects. Mary has led several funded research programmes, including a recent national project investigating pre-service teacher assessment learning.
Bibliographic Information
Book Title: Teacher Learning with Classroom Assessment
Book Subtitle: Perspectives from Asia Pacific
Editors: Heng Jiang, Mary F. Hill
DOI: https://doi.org/10.1007/978-981-10-9053-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2018
Hardcover ISBN: 978-981-10-9052-3Published: 27 April 2018
Softcover ISBN: 978-981-13-4306-3Published: 09 February 2019
eBook ISBN: 978-981-10-9053-0Published: 19 April 2018
Edition Number: 1
Number of Pages: XVI, 201
Number of Illustrations: 9 b/w illustrations
Topics: Assessment, Testing and Evaluation, Teaching and Teacher Education, International and Comparative Education