Designing Quality Authentic Assessments
Routledge (Verlag)
978-1-138-89652-9 (ISBN)
This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations?
The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks.
The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts.
This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world.
Chapter 1 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com
Tay Hui Yong is Senior Lecturer with the Curriculum, Teaching and Learning Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. She has previously served in secondary schools as a teacher, a head of department, the dean of curriculum and as vice principal. Currently, she teaches courses to a wide range of learners in her areas of expertise, particularly authentic assessment and self-regulated learning. She has published on other areas of assessments e.g., use of technology. Above all, she is interested in all things that will enhance a student’s learning experience in school.
Acknowledgement, Introduction, Part 1: Principles of Authentic Assessment (AA) Design, 1. What is “authenticity” in AA?, 2. Why bother with “authenticity” in assessments?, 3. How do you design quality AA?, 4. How do you design quality rubrics to accompany the AA? (Pam Hook), 5. What is the place of AA in 21st Century Competencies?, Part 2: Theory into Practice, 6. AA in Humanities, 7. AA in Languages, 8. AA in Mathematics, 9. AA in Sciences, 10. AA in Character and Citizenship, 11. Personalising Assessment in Sport Science (Ben Jenkinson), 12. Developing Empathy through AA (Eric Chong King Man), 13. Conclusion, Index
| Erscheinungsdatum | 13.06.2018 |
|---|---|
| Reihe/Serie | Assessment in Schools: Principles in Practice |
| Zusatzinfo | 65 Tables, black and white; 13 Line drawings, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 366 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Test in der Psychologie |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-138-89652-7 / 1138896527 |
| ISBN-13 | 978-1-138-89652-9 / 9781138896529 |
| Zustand | Neuware |
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