From Testing to Productive Student Learning: Implementing Formative Assessment i

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Formative assessment is a major driver of teacher and student actions in all educational systems, and it is an increasingly high-profile topic. This book scrutinises the relationship between testing and learning, as well as the role of cultural context in influencing assessment options, by using data from schools in the Confucian-heritage setting of Hong Kong.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

Research evidence indicates that formative assessment is one of the most effective ways of enhancing student learning. It is, however, difficult to implement successfully, principally because what is tested through summative assessment has such a powerful influence on teacher and student actions. This book scrutinizes the relationship between testing and learning from alternative perspectives to the dominant literature from the major Anglophone countries. It develops the notion of contextually grounded formative assessment practices by analyzing data from schools in the Confucian-heritage setting of Hong Kong. It explores questions such as:• Under what circumstances do tests support or hinder student learning? • How can teachers effectively prepare students for tests and appropriately follow up after tests? • What are the key socio-cultural influences impacting on testing and student learning in the classroom? • How do teachers change in their orientation towards assessment and what support do they require?This text is a valuable resource for education students, professionals and researchers, policy-makers and curriculum developers.

Author Biography

David Carless is Associate Professor of Education at the University of Hong Kong.

Table of Contents

1. Potentials and Pitfalls in Assessment 2. Summative and Formative Assessment: Building Productive Relationships 3. Testing and Assessment: Selection, Learning and Social Control 4. Education and Assessment in Hong Kong 5. 'Restricted' and 'Extended' Formative Assessment: Towards Contextually Grounded Models 6. Test Follow-Up as a Formative Assessment Strategy 7. Peer Learning and Assessment 8. Teacher Change and Formative Assessment 9. Conclusions and Implications: Ways Forward for Formative Assessment Appendices

Review

"This book is well organized and clear so a reader can follow right along – and wants to do so."—Teachers College Record"Taken as a whole, the book helps researchers and those working with teachers to work realistically and pragmatically in the socio-cultural contexts they are subjected to but also help to shape. It also illuminates the need to encourage teachers to ask critical questions about the nature of learning and engagement that formative and summative assessment encourages, and discourages, and the forms of skill and knowledge that assessment opens access to or denies." —Assessment in Education: Principles, Policy & Practice

Review Quote

"This book is well organized and clear so a reader can follow right along 'e" and wants to do so."'e"Teachers College Record "Taken as a whole, the book helps researchers and those working with teachers to work realistically and pragmatically in the socio-cultural contexts they are subjected to but also help to shape. It also illuminates the need to encourage teachers to ask critical questions about the nature of learning and engagement that formative and summative assessment encourages, and discourages, and the forms of skill and knowledge that assessment opens access to or denies." 'e"Assessment in Education: Principles, Policy & Practice

Details ISBN0415880823 Author David Carless Short Title FROM TESTING TO PRODUCTIVE STU Series Routledge Research in Education Language English ISBN-10 0415880823 ISBN-13 9780415880824 Media Book Format Hardcover Series Number 52 Residence US Birth 1970 Affiliation Senior Research Fellow in the Carnegie Research Institute at Leeds Met Imprint Routledge Place of Publication London Country of Publication United Kingdom Subtitle Implementing Formative Assessment in Confucian-Heritage Settings AU Release Date 2010-12-07 NZ Release Date 2010-12-07 Year 2010 Publication Date 2010-12-07 UK Release Date 2010-12-07 Pages 280 Publisher Taylor & Francis Ltd Alternative 9780415811545 DEWEY 371.262095125 Illustrations 7 Tables, black and white; 6 Line drawings, black and white; 6 Illustrations, black and white Audience Tertiary & Higher Education We've got this

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