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Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research. The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally. Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.
Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars. A multifaceted and politically charged topic, assessment ranges from informal interactions with learners in classrooms to systematic high-stakes testing and examination. Written by a leading expert on assessment, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. With chapters on the fundamentals of assessment, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes assessment in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Teacher Preparation and Practice: Reconsideration of Assessment for Learning introduces the reader to a collection of thoughtful research-based works by authors that represent current thinking about assessment. What we know is that assessments are designed and implemented in educational settings (both university-based teacher preparation and school-based teacher practice in school classrooms) that serve to inform and guide teaching and learning. We also know that there is a dichotomy between assessment of learning (summative) and assessment for learning (formative) that is recognized on a global level in teacher preparation. Importantly, the reported research examines assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation and practice. There is a need in the “work of teaching” for assessments that focus on cultural competence and relational sensitivity, communication skills, and the combination of rigor and imagination fundamental to the teaching and learning practices in classrooms. Each chapter focuses on assessment and the preparation and practice of teachers who will enter classrooms to instruct the next generation of students. Chapter One opens the book with a focus on assessment and its relationship to teaching and learning in the classroom, providing the reader with an introduction to the book and an understanding of the role assessment plays in teacher preparation and practice. The authors of Chapters Two–Nine present field-based research that examines assessment in teacher preparation and practice. Each chapter offers the reader an examination of assessment in teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect to assessment and teacher preparation and practice. Finally, Chapter Ten presents an epilogue that focuses on the future of assessment in teacher preparation and practice.
This book explores an under-researched but vital part of education: the first year at primary/elementary school. The work shows that children’s progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across different contexts whilst highlighting new and some ongoing issues. Despite all the work there remain unanswered or new puzzling issues which are also explored. We need to know how to improve the education at that stage and, more broadly, we need greater clarity about when children should be taught to read and be introduced to formal arithmetic, in other words, when they should start school. We also need to be clearer about whether, when and how young children should be assessed. The book will suggest some answers but it will raise important questions and dilemmas for which we do not, as yet, have answers.
The sixth volume in the Global Research on Teaching and Learning English series offers up-to-date research on the rapidly changing field of language assessment. The book features original research with chapters reporting on a variety of international education settings from a range of diverse perspectives. Covering a broad range of key topics—including scoring processes, test development, and student and teacher perspectives—contributors offer a comprehensive overview of the landscape of language assessment and discuss the consequences and impact for learners, teachers, learning programs, and society. Focusing on the assessment of language proficiency, this volume provides an original compendium of cutting-edge research that will benefit TESOL and TEFL students, language assessment scholars, and language teachers.
Modular Systems for Energy and Fuel Recovery and Conversion surveys the benefits of the modular approach in the front end of the energy industry. The book also outlines strategies for managing modular approaches for fossil, renewable, and nuclear energy resource recovery and conversion with the help of successful industrial examples. The book points out that while the modular approach is most applicable for distributed and small-scale energy systems, it is also often used for parts of large-scale centralized systems. With the help of successful industrial examples of modular approaches for energy and fuel recovery and conversion, the book points out the need for more balance between large-scale centralized systems and small-scale distributed systems to serve the energy needs of rural and isolated communities. Coal, oil, natural gas, hydrogen, biomass, waste, nuclear, geothermal solar, wind, and hydro energy are examined, showing that modular operations are very successfully used in all these components of the energy industry. Aimed at academic researchers and industry professionals, this book provides successful examples and analysis of the modular operation for energy and fuel recovery and conversion. It is also a reference for those who are engaged in the development of modular systems for energy and fuel recovery and conversion.
Education has become a political, economic and social priority for Australia, with the success of schools (and teachers) being an integral part of the economic and social future of the country. As a result, quality assurance for learning and teaching has become increasingly debated among policy-makers and the broader public, with a call for more evidence, data and standards to ensure that schools and teachers are held accountable for students’ learning outcomes. In response, this book provides a snapshot of the types of evidence and data relating to learning outcomes that are being collected in our classrooms within Australia. The chapters in this book seek to interrogate current views of learning and teaching, beyond what is measured in external assessments that only capture a limited view of student learning outcomes. The chapters explore a range of fundamental topics within education, including positive learning environments, student voice and assessment. They explore and articulate the vital knowledge and skills needed for current and future teachers. In addition, these chapters make clear links between teaching, learning and the theories that frame, shape and inform these learning and teaching processes. The research presented in this book provides practical and theoretical insights into learning and teaching in early years, primary, secondary and tertiary education.
This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It pushes the boundaries of teacher education by specifically examining the development of teacher literacy in writing in under-represented L2 writing contexts, and re-envisions L2 writing teacher education that is contextually and culturally situated, moving away from the uncritical embracement of Western-based writing pedagogies. It explores and expands on writing teacher education – how language teachers come to understand their own writing practices and instruction, and what their related experiences are in non-English dominant contexts across the globe. Chapter 4 is free to download as an open access publication. You can access it here: https://zenodo.org/record/7096127#.YymCsHbMLcs
This book provides a detailed overview of aspects related to the overall provision chain for biokerosene as part of the global civil aviation business. Starting with a review of the current market situation for aviation fuels and airplanes and their demands, it then presents in-depth descriptions of classical and especially new types of non-edible biomass feedstock suitable for biokerosene provision. Subsequent chapters discuss those fuel provision processes that are already available and those still under development based on various biomass feedstock materials, and present e.g. an overview of the current state of the art in the production of a liquid biomass-based fuel fulfilling the specifications for kerosene. Further, given the growing interest of the aviation industry and airlines in biofuels for aviation, the experiences of an air-carrier are presented. In closing, the book provides a market outlook for biokerosene. Addressing a broad range of aspects related to the pros and cons of biokerosene as a renewable fuel for aviation, the book offers a unique resource.