000 04555nam a22004695i 4500
001 978-94-007-1727-5
003 DE-He213
005 20140220083338.0
007 cr nn 008mamaa
008 110916s2012 ne | s |||| 0|eng d
020 _a9789400717275
_9978-94-007-1727-5
024 7 _a10.1007/978-94-007-1727-5
_2doi
050 4 _aLB2801-3095
072 7 _aJNK
_2bicssc
072 7 _aEDU001000
_2bisacsh
082 0 4 _a371.2
_223
100 1 _aWebber, Charles F.
_eeditor.
245 1 0 _aLeading Student Assessment
_h[electronic resource] /
_cedited by Charles F. Webber, Judy L. Lupart.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aXII, 304 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aStudies in Educational Leadership ;
_v15
505 0 _aINTRODUCTION: 1. Taking Stock of Here and Now; Judy L. Lupart and Charles F. Webber -- 2. School Leadership, Evidence-based Decision Making and Large-scale Student Assessment; Kenneth Leithwood -- 3. Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Charles L. Slater, Marla W. McGhee, Sarah W. Nelson, Lionel “Skip” Meno -- 4. Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Jim Brandon and Marsi Quarin-Wright -- 5. Fair and Ethical Student Assessment Practices; Jean L. Pettifor and Donald H. Saklofske -- 6. How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools; Joan Jeary and Vicki Schwean -- 7. Current Issues in Assessing Students with Special Needs; John Venn -- 8. Student in School Characteristics Related to Student Achievement: A Methodological Approach; John O. Anderson -- 9. Student Voice in Fair Assessment Practice; Nola Aitken -- 10. Grade Level of Achievement Data: Key Indicators for School-Based Decision-Makers; John Burger and Anna Nadirova -- 11. Teacher Feedback in Formative Classroom Assessment; Susan M. Brookhart -- 12. Using a Measurement Paradigm to Guide Classroom Assessment Processes; Sandy Heldsinger -- 13. Putting the Focus on Learning: Shifting Classroom Assessment Practices; Sherry Bennett and Dale Armstrong -- CONCLUSION: 14. The Ecology of Student Assessment; Charles F. Webber, Judy Lupart and Shelleyann Scott -- Index.
520 _aThis book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current overview of the state and art of student assessment. Key questions are posed about assessment and critical challenges are presented along with sound evidence-based solutions. Student assessment is analyzed in terms of its relationship with classroom instructional practices and large-scale testing programs. Formative and summative assessments are compared and contrasted.  The role of psychological assessment in informing classroom practices is profiled along with the need for student voice in fair assessment practices. Readers will be challenged to consider the ecology of student assessment, that is, the impact of assessment in classrooms and schools through to the macro level of globalized societies. The underpinning values and assumptions of student assessment are highlighted. Finally, a rationale is offered for reconceptualizing and redefining assessment.  
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aAdministration, Organization and Leadership.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aEducation (general).
700 1 _aLupart, Judy L.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400717268
830 0 _aStudies in Educational Leadership ;
_v15
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1727-5
912 _aZDB-2-SHU
999 _c104319
_d104319