LEADER 03787oam 22005052 450 001 9910793718703321 005 20191007154304.0 010 $a90-04-38567-3 024 7 $a10.1163/9789004385672 035 $a(CKB)4100000008953340 035 $a(MiAaPQ)EBC5847342 035 $a(OCoLC)1111961477 035 $a(nllekb)BRILL9789004385672 035 $a(EXLCZ)994100000008953340 100 $a20190929h20192019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping teachers' assessment literacy $ea tapestry of ideas and inquiries /$fby Kim Koh, Cecille DePass and Sean Steel 210 1$aLeiden Boston :$cBrill | Sense,$d2019. 215 $a1 online resource (137 pages) 225 1 $aTransgressions: Cultural Studies and Education;$vvolume134 300 $aIncludes index. 311 $a90-04-38565-7 311 $a90-04-38566-5 327 $tFront Matter -- Copyright page -- Notes on Authors -- Prologue /$rKim Koh and Cecille DePass -- Introduction /$rKim Koh -- Crossing Borders: Navigating Assessments and Evaluations in International Contexts /$rCecille DePass -- A Tale of Two Education Systems /$rKim Koh -- Designing Teacher Education to Promote the Love of Wisdom within a Competency-Based Assessment System /$rSean Steel -- Looking Forward /$rCecille DePass and Kim Koh -- Back Matter -- Index. 330 $aSince the turn of the 21st century, developing teachers? assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers? assessment literacy or teachers? capacity in assessment, and teachers? continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers? assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today?s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers? assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry. 410 0$aTransgressions: Cultural Studies and Education;$vvolume134. 606 $aTeachers$xTraining of$xPhilosophy 606 $aTeachers$xConduct of life 615 0$aTeachers$xTraining of$xPhilosophy. 615 0$aTeachers$xConduct of life. 676 $a379.158 700 $aKoh$b Kim Hong$f1969-$01538874 702 $aDePass$b Cecille 702 $aSteel$b Sean$f1972- 712 02$aBrill Academic Publishers. 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910793718703321 996 $aDeveloping teachers' assessment literacy$93789320 997 $aUNINA