Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.
This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).
Assessment as Learning
provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.
Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.
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viii | |
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| Acknowledgements |
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xi | |
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xii | |
| Series Editor's Note |
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xviii | |
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1 Assessment-as-learning in the global assessment reforms |
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1 | (8) |
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PART I Revisiting assessment-as-learning from new perspectives |
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9 | (68) |
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2 Conceptualising assessment-as-learning |
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11 | (14) |
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3 Assessment-as-learning for the development of students' evaluative judgement |
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25 | (13) |
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4 Assessments cause and contribute to learning: If only we let them |
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38 | (15) |
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5 The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback |
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53 | (24) |
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PART II Meeting the challenge of implementation |
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77 | (193) |
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6 Interplay between students' perceived utility, accountability, self-efficacy, and social awareness when engaged with peer feedback: A qualitative interpretation |
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79 | (19) |
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7 Designing nested tasks to facilitate students' meta-cognitive development: Assessment-as-learning practice from two award-winning university teachers |
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98 | (14) |
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8 Dancing with chains: How does assessment-as-learning fit in China? |
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112 | (15) |
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9 Fostering students' evaluative judgement through assessment-as-learning in tertiary English language classroom |
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127 | (16) |
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10 The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates |
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143 | (15) |
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11 Assessment-as-learning through the lens of self-regulated learning: The role of normative competence |
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158 | (15) |
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12 Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices |
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173 | (17) |
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13 Changing external feedback to learning opportunities: A study on Filipino university students' feedback orientation |
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190 | (16) |
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14 Harnessing the learning potential of feedback: Dedicated improvement and reflection time (DIRT) in classroom practice |
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206 | (11) |
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15 Synchronous self-assessment: Assessment from the other side of the mirror |
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217 | (15) |
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16 Supporting quality of learning by letting students give their own grades: An innovative self-assessment model in university mathematics |
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232 | (12) |
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17 Supporting students to use assessment-as-learning |
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244 | (13) |
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18 The reciprocal nature of assessment-as-learning and feedback literacy: Case studies from higher education in Australia |
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257 | (13) |
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| Index |
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270 | |
Zi Yan is Associate Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. He is also the Co-Director of the Centre for Excellence in Learning and Teaching (CELT) and Associate Director of the Assessment Research Centre (ARC). His main publications and research interests focus on two related areas, i.e., educational assessment in the school and higher education contexts with an emphasis on student self-assessment; and Rasch measurement, in particular its application in educational and psychological research. He is currently leading the Key Research Area on Assessment Research To Improve Student-learning and Teaching (ARTIST) (https://www.eduhk.hk/artist) at the Education University of Hong Kong.
Lan Yang is Assistant Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD degree from the University of Hong Kong in 2012 on examining the effects of performance feedback and a combination of performance and attributional feedback on enhancing Chinese students academic self-concept and academic achievement. She was the recipient of the Global SELF Research Network Highly Commended PhD Award (2013) based on her PhD research. Her research focuses on harnessing the power of formative assessment from the perspective of psychology including a range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Yang has been established under the KRA (https://www.eduhk.hk/artist), the Education University of Hong Kong.
