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Designing Assessment for Quality Learning [[electronic resource] /] / edited by Claire Wyatt-Smith, Valentina Klenowski, Peta Colbert
| Designing Assessment for Quality Learning [[electronic resource] /] / edited by Claire Wyatt-Smith, Valentina Klenowski, Peta Colbert |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (405 p.) |
| Disciplina | 371.26 |
| Collana | The Enabling Power of Assessment |
| Soggetto topico |
Assessment
Learning Instruction Teaching Assessment, Testing and Evaluation Learning & Instruction Teaching and Teacher Education |
| ISBN | 94-007-5902-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goals -- PART 1: Assessment Quality -- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum -- 3. Student involvement in assessment of their learning -- 4. Large-scale testing and its contribution to learning -- 5. The role of assessment in improving learning in a context of high accountability -- PART 2: Becoming Assessment Literate -- 6. Assessment literacy -- 7. The power of learning-centered task design: An exercise in the application of the variation principle -- 8. Developing assessment tasks -- 9. Using assessment information for professional learning -- 10. Teachers’ professional judgment in the context of collaborative assessment practice -- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges -- PART 3: Teachers’ Responsibilities in Assessment -- 12. Looking at assessment through learning-colored lenses -- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation -- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards -- 15. Assessment and the reform of education systems: From good news to policy technology -- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability -- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners -- PART 4: Leading Learning and the Enabling Power of Assessment -- 18. Conceptualizing assessment culture in school -- 19. Preparing teachers to use the enabling power of assessment -- 20. Challenging conceptions of assessment -- 21. The place of assessment to improve learning in a context of high accountability -- PART 5: Digital Assessment -- 22. Designing next-generation assessment: Priorities and enablers -- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment -- Index. . |
| Record Nr. | UNINA-9910483518603321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Digital disruption in teaching and testing : assessments, big data, and the transformation of schooling / / edited by Claire Wyatt-Smith, Bob Lingard, and Elizabeth Heck
| Digital disruption in teaching and testing : assessments, big data, and the transformation of schooling / / edited by Claire Wyatt-Smith, Bob Lingard, and Elizabeth Heck |
| Autore | Wyatt-Smith Claire |
| Pubbl/distr/stampa | Taylor & Francis, 2021 |
| Descrizione fisica | 1 online resource (263 pages) |
| Disciplina | 371.334 |
| Collana | Critical Social Thought |
| Soggetto topico |
Education - Data processing
Big data |
| Soggetto non controllato | assessment practices;big data;Digital Disruption;diversity;education;international scholars;perspectives;Teaching;testing;transformation of schooling |
| ISBN |
1-00-304579-0
1-000-37742-3 1-003-04579-0 1-000-37737-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Series Editor's Introduction -- Acknowledgements -- Editor Biographies -- List of Contributors -- List of Abbreviations -- 1. Transforming Schooling through Digital Disruption: Big Data, Policy, Teaching, and Assessment -- Introduction -- Backdrop and Contexts -- Policy and Assessment Frames -- Education Policy -- Working Together - Policy and Assessment Frames in the Digital -- Digital Disruption in and through Assessment and Testing -- Digital Disruption in and through Big Data -- Digital Disruption in Teaching -- Digital Literacy and Data Literacy for Teachers -- Chapters in the Collection -- Conclusion -- 2. Automated Knowledge Discovery: Tracing the Frontiers, Infrastructures, and Practices of Education and Data Science -- Introduction -- Data Science Frontiers -- Education Data Science -- Precision Learning Engineering -- Inscribed Bodies -- Conclusion -- 3. Artificial Intelligence and Machine Learning: A Practical and Ethical Guide for Teachers -- Introduction -- What Is AI? -- What Is Machine Learning (ML)? -- How Is AI Used in Education? -- What Are the Ethical Concerns with AI and Some of the Governance Implications? -- 1. Awareness -- 2. Explainability -- 3. Fairness -- 4. Transparency -- 5. Accountability -- Conclusion -- 4. The Relationship between Humans and Machines in Public Policy -- Introduction -- Digital: It Is Not New, and It Is All around Us -- Problem Solving through AI -- Building Confidence to Address the Risks -- Action and Reaction -- Innovation, Regulation, and Oversight -- Conclusion: Better Public Policy through Digital -- 1. Create the Environment for Innovation -- 2. Nurture an Ethical Use Culture -- 3. Make Risk Your Friend -- 4. Success in the Digital Realm Relies on Structure.
5. Amazon Go for Education? Artificial Intelligence, Disruption, and Intensification -- Introduction -- Conceptual and Methodological Note: Speculation as beyond Gray Literature -- Intensification -- Datafication and Data Infrastructures -- Pre-automation and the Structuring of Professional Obsolescence -- Disruption -- Human-machine Learning -- Education Technology Platforms as Education Providers -- Literacies and Skills in a "Third Media Revolution" -- Avoiding Technological Somnambulism: Enlarging Our Considerations of AI in Education -- 6. Pearson's Digital Transformation and the Disruption of Public Education -- Introduction -- The Digital Transformation of the GEI -- Methods -- Charting the Promotion of Digital Learning in Pearson's "Open Ideas" Forum -- Digital Transformation and the Disruption of Teaching, Curriculum, and Assessment -- Disrupting Teaching -- Disrupting Curriculum and Instruction -- Disrupting Schools -- Conclusion -- 7. Costs of Big Data: Challenges and Possibilities of Cost-benefit Analysis of ILSAs -- Introduction -- US Participation in ILSAs: What Does It Cost? -- ILSA Costs in the US -- Possibilities and Challenges of Exploring Costs and Benefits of ILSAs -- Conclusion -- 8. Data Infrastructures and the (Ambivalent) Effects of Rising Data Interoperability: Insights from Germany -- Introduction -- The German "Context" of Datafying and Digitalizing Education -- Understanding the "Disruptive" Potential of Data Infrastructures: Three Examples from Germany -- The Transforming Infrastructures of Standardized Assessments -- The Transforming Infrastructures of State School Monitoring -- The Transforming Infrastructure of School Platforms and Learning Management Systems -- Conclusion and Outlook -- Disclosure Statement -- 9. Datafication and Surveillance Capitalism: The Texas Teacher Evaluation and Support System (T-TESS). Introduction -- The Datafication of Teachers and Teaching: Providing Fertile Ground for Surveillance Capitalism -- Teacher Accountability and the T-TESS -- The T-TESS Ensemble -- Rendering Teacher Performance as Data: SAS Analytics Inc. -- Rendering Teacher Behavior as Data: Responsive Learning -- Rendering Teacher Experience as Data: NIET -- Discussion and Conclusion: The Possibilities for Surveillance Capitalism via the T-TESS -- 10. Governing by Dashboard: Reconfiguring Education Governance in the Global South -- Introduction -- Dashboards in Governance -- The Sociotechnical Imaginary of the GEPD -- The Imagined "System" -- The Imagined Classroom -- The Imagined User -- Conclusion and Discussion: Contradictions and Conundrums -- 11. Next Generation Online Assessments, Technical Democracy, and Responding to Digital Disruption -- Introduction -- Education Reform in Australia -- Problems with NAPLAN Census Testing -- The Online Formative Assessment Initiative -- The Logistics of Engagement -- New Possibilities: Owning Data and Responding to the Displacement of the Teacher -- Conclusion -- 12. "Lenses on COVID-19": Provocations -- Provocation #1: Digital Education in the Aftermath of COVID-19: Critical Hopes and Concerns -- Introduction -- Point 1: COVID-19 as cover for the Corporate Reform of Education -- Point 2: Establishing Alternate Agendas and Counter-narratives -- Conclusion -- Note -- Provocation #2: Education without Borders, Rule without Limit Nick Couldry -- Introduction -- The impact of COVID-19 -- Conclusion -- Provocation #3: The Electric "Shock" of the COVID-19 Crisis on Schooling -- Introduction -- New Global Policy Networks -- Pandemic Prototyping -- Private Infrastructures -- Pandemic Profit Making -- Conclusion -- Acknowledgement. Provocation #4: Teachers, the Anti-heroes? The Global Pandemic Crisis and the Construction of Teachers as the Problem "Other" -- Introduction -- The Changing Narrative -- Conclusion -- Note -- Provocation #5: The COVID-19 Pandemic Creates Opportunities to Repair the Infrastructure of Public Education -- Glossary -- Index. |
| Record Nr. | UNINA-9910573821803321 |
Wyatt-Smith Claire
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| Taylor & Francis, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Innovation and Accountability in Teacher Education [[electronic resource] ] : Setting Directions for New Cultures in Teacher Education / / edited by Claire Wyatt-Smith, Lenore Adie
| Innovation and Accountability in Teacher Education [[electronic resource] ] : Setting Directions for New Cultures in Teacher Education / / edited by Claire Wyatt-Smith, Lenore Adie |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (340 pages) |
| Disciplina | 370.711 |
| Collana | Teacher Education, Learning Innovation and Accountability |
| Soggetto topico |
Teaching
Professional education Vocational education Educational policy Education and state Schools Teaching and Teacher Education Professional & Vocational Education Educational Policy and Politics Schools and Schooling |
| ISBN | 981-13-2026-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Setting directions for new cultures in teacher education: The move to large scale collaborative professionalism -- Part I Accountability and change in teacher education -- 2 Accountability in teacher education in Norway: A case study of mistrust and trust -- 3 Notes from a small country: Teacher education, learning innovation and accountability in Scotland -- 4 Lost in transition: Learning to teach in the era of test based accountability -- 5 The explicit nature of educational goals for the 21st century -- 6 Challenges for initial teacher education in the context of "21st century" learning imperatives -- 7 Conceptions of readiness in initial teacher education: Quality, impact, standards and evidence in policy directives -- 8 Research-informed conceptualization and design principles of teacher performance assessments: Wrestling with system and site validity -- Part II Preparing teachers for diverse learners and context -- 9 Analyzing curriculum orientations of kindergarten curriculum -- 10 Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia -- 11 preparing teachers for assessment in schools: The influence of teacher educators -- 12 Looking for synergies to meet the challenges of teacher education -- 13 Enhancing inclusive education through teacher education reforms -- 14 Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: Lessons from the field -- Part III Partnerships and professional cultures -- 15 Early career teachers' perceptions of initial teacher education -- 16 Revisiting the teaching practicum: Effecting innovation or entrenching the status quo? Reflections from an ITE program in South Africa -- 17 School-based work in initial teacher education: Responding to policy in practice -- 18 Designing for integration in initial teacher education (ITE) curricula: The Hong Kong postgraduate diploma in education (PDGE) -- 19 Teacher education in a crucible of change. |
| Record Nr. | UNINA-9910299546803321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors
| Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (243 pages) |
| Disciplina | 371.102 |
| Collana | Teacher Education, Learning Innovation and Accountability |
| Soggetto topico |
Teaching - Evaluation
Formació del professorat Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3705-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495209403321 |
| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||