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020			_a9783319392110 _9978-3-319-39211-0
024	7		_a10.1007/978-3-319-39211-0 _2doi
035			_a(DE-He213)978-3-319-39211-0
039		9	_a201806061446 _bfati _c201803281116 _drasyilla _y03-22-2018 _zhafiz _wSpringerNature_Books_MARC21_20180201_025518.old _x11
050		4	_aLC5225.A75
050		4	_aLB2822.75
072		7	_aJNKD _2bicssc
072		7	_aEDU011000 _2bisacsh
082	0	4	_a371.26 _223
245	1	0	_aAssessment for Learning: Meeting the Challenge of Implementation [electronic resource] / _cedited by Dany Laveault, Linda Allal.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016.
300			_aXXIV, 363 p. 10 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aThe Enabling Power of Assessment, _x2198-2643 ; _v4
505	0		_a1. Implementing Assessment for Learning: Theoretical and Practical Issues -- PART I: Assessment Policy Enactment in Education Systems -- 2. Assessment Policy Enactment in Education Systems: A Few Reasons to Be Optimistic -- 3. Making Meaning of Assessment Policy in Australia through Teacher Assessment Conversations -- 4. Effective Enactment of Assessment for Learning and Student Diversity in Australia -- 5. Formative Assessment Policy and its Enactment in the Philippines -- 6. Communication and Collaboration: The Heart of Coherent Policy and Practice in New Zealand Assessment -- 7. More than Good Intentions: Policy and Assessment for Learning in Scotland -- PART II: Professional Development and Collaborative Learning about Assessment -- 8. Building Capacity: Professional Development and Collaborative Learning about Assessment -- 9. Implementing Assessment for Learning in Canada: The Challenge of Teacher Professional Development -- 10. Teachers? Professional Development in the Context of Collaborative Research: Toward Practices of Collaborative Assessment for Learning in the Classroom -- 11. Cooperative Learning about Assessment for Learning -- 12. Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together -- 13. Implementing High Quality Assessment for Learning: Mapping as a Professional Development Tool for Understanding the What to Learn, Why to Learn It, and How to Learn It -- 14. Assessment for Learning: A Framework for Educators' Professional Growth and Evaluation Cycles -- PART III: Assessment Culture and the Co-Regulation of Learning -- 15. The Co-Regulation of Student Learning in an Assessment for Learning Culture -- 16. Assessment Culture vs. Testing Culture: The Impact on Assessment for Learning -- 17. The Role of Classroom Assessment in Supporting Self-Regulated Learning.-{u1E2E} Scaffolding Self-Regulated Learning through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation -- 19. Assessment for Learning: Co-Regulation In and As Student-Teacher Interaction -- 20. Supporting Students? Learning: From Teacher Regulation to Co-Regulation. {uE000}
520			_aThis book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning.{u0528}e concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms.{u04A5}aders of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner.{u4A25} chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.{uE035}
650		0	_aEducation.
650		0	_aSchool management and organization.
650		0	_aSchool administration.
650		0	_aEducational policy.
650		0	_aducation and state.
650		0	_aAssessment.
650	1	4	_aEducation.
650	2	4	_aAssessment, Testing and Evaluation.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aAdministration, Organization and Leadership.
700	1		_aLaveault, Dany. _eeditor.
700	1		_aAllal, Linda. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer e-books
776	0	8	_iPrinted edition: _z9783319392097
830		0	_aThe Enabling Power of Assessment, _x2198-2643 ; _v4
856	4	0	_uhttps://eresourcesptsl.ukm.remotexs.co/user/login?url=http://doi.org/10.1007/978-3-319-39211-0
907			_a.b16575192 _b2023-02-03 _c2019-11-12
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914			_avtls003632593
998			_ae _b2018-09-03 _cm _dz _feng _ggw _y0 _z.b16575192
999			_c625967 _d625967