| Autore |
DeLuca Christopher
|
| Edizione | [1st ed.] |
| Pubbl/distr/stampa |
Singapore : , : Springer Singapore Pte. Limited, , 2024
|
| Descrizione fisica |
1 online resource (181 pages)
|
| Disciplina |
371.26
|
| Altri autori (Persone) |
WillisJill
CowieBronwen
HarrisonChristine
CoombsAndrew
|
| Collana |
Teacher Education, Learning Innovation and Accountability Series
|
| ISBN |
981-9961-99-8
|
| Formato |
Materiale a stampa  |
| Livello bibliografico |
Monografia |
| Lingua di pubblicazione |
eng
|
| Nota di contenuto |
Intro -- Foreword -- Assessment Capacity as Personal Professionalism Practiced in Dialogue with Students -- Assessment Capacity and the Functions of Assessment in Teacher Education -- Gatekeeping -- Exposure to Assessment: Modelling by Teacher Educators -- Specific Courses in Assessment -- Assessment Capacity in Relation to Other Assessment Discourses -- Conclusion -- References -- Contents -- About the Authors -- 1 Cultivating Teacher Assessment Capacity -- 1.1 Addressing the Challenge of Assessment Education -- 1.2 What Do We Mean by Capacity? -- 1.3 Drawing on Bernstein to Think the Unthinkable -- 1.4 Developing Our Framework: Listening to Teachers as They Learn to Assess -- 1.5 Conclusion -- References -- 2 The Landscape of Assessment Education -- 2.1 Bernsteinian Perspective on the Assessment Landscape -- 2.2 Mapping Similarities in Assessment Education Across Four Countries -- 2.2.1 Assessment Is Strongly Framed Through Shared Education Foundations -- 2.2.2 Assessment Is Strongly Framed by International Policies -- 2.2.3 Assessment as Weakly Framed in Response to Student Voice and Student Agency -- 2.2.4 Assessment Education Framing Is Occurring Within and Beyond Teacher Education -- 2.3 Mapping Differences Between Assessment Education Policy Contexts -- 2.3.1 England -- 2.3.2 Australia -- 2.3.3 Canada -- 2.3.4 New Zealand -- 2.4 Differences in the Classification and Framing of Assessment Education -- 2.5 Assessment Education Curriculum: Complex, Ever-Changing Decisions -- 2.5.1 Conversations Across Contexts as Stories of Possibility -- References -- 3 The Constellation of Assessment Capacity Discourses -- 3.1 Assessment Learning Discourses -- 3.1.1 Assessment Competence and Assessment Literacy: Foundational Discourses -- 3.1.2 Competence Versus Literacy: A Narrow Distinction -- 3.1.3 Assessment Capability: A Marked Shift.
3.1.4 Assessment Identity: A Turn Towards the Personal -- 3.2 From Competence to Identity -- 3.3 Towards Assessment Capacity -- References -- 4 Epistemic Assessment Capacity -- 4.1 What Is Epistemic Assessment Capacity? -- 4.2 Preservice Teachers' Epistemic Learning Experiences -- 4.2.1 Awareness of Knowledge, Learning, and Assessment Concepts and How They Change -- 4.2.2 Awareness of Disciplinary Orientations -- 4.2.3 Exploring Epistemic Awareness, Curiosity, and Flexibility -- 4.3 Developing Epistemic Assessment Capacity in Teacher Education -- 4.4 Conclusion -- References -- 5 Embodied Assessment Capacity -- 5.1 What Is Embodied Assessment Capacity? -- 5.2 Preservice Teachers' Embodied Learning Experiences -- 5.2.1 Awareness That Assessment Is an Emotional Rollercoaster -- 5.2.2 Embodied Assessment Occurs In Situ with Materials and Spaces -- 5.2.3 Learning to Manage Competing Demands Through Reflexive Agency -- 5.3 Developing Embodied Assessment Capacity in Initial Teacher Education -- 5.4 Conclusion -- References -- 6 Ethical Assessment Capacity -- 6.1 What Is Ethical Assessment Capacity? -- 6.1.1 What Is Being Valued in Assessment? -- 6.1.2 Assessment as Identity Work -- 6.1.3 Being Critically Aware of How Assessment Contributes to Broader Ideas of Social Justice -- 6.2 Developing Ethical Assessment Capacity in Initial Teacher Education -- 6.3 Conclusion -- References -- 7 Experiential Assessment Capacity -- 7.1 What Is Experiential Assessment Capacity? -- 7.1.1 Assessment Experiences and Events as a Student -- 7.1.2 Assessment Experiences and Events Within Preservice Teacher Programmes -- 7.1.3 Assessment Experiences and Events Within Schools -- 7.2 Preservice Teachers' Experiential Assessment Capacity -- 7.3 Developing Experiential Assessment Capacity in Initial Teacher Education -- 7.4 Conclusion -- References -- 8 Learning to Assess.
8.1 Thinking the Unthinkable: The Assessment Capacity Framework -- 8.1.1 Interconnections -- 8.2 Developing Assessment Capacity: Direction for Teacher Education -- 8.3 Assessment That Will Be -- References.
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| Record Nr. | UNINA-9910799241403321 |
Info
Learning to Assess : Cultivating Assessment Capacity in Teacher Education
