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.
1. Assessment-as-Learning in the Global Assessment Reforms Part I
Revisiting Assessment-as-Learning from New Perspectives
2. Conceptualising
Assessment-as-Learning
3. Assessment-as-Learning for the Development of
Students Evaluative Judgement
4. Assessments Cause and Contribute to
Learning: If Only We Let Them
5. The Role of Feedback Orientation in
Converting External Feedback to Learning Opportunities for Implementing
Assessment-as-Learning in the Context of Feedback Part II Meeting the
Challenge of Implementation
6. Interplay between Students Perceived Utility,
Accountability, Self-Efficacy and Social Awareness when Engaged with Peer
Feedback: A Qualitative Interpretation
7. Designing Nested Tasks to
Facilitate Students Mega-Cognitive Development: Assessment-as-Learning
Practice from Two Award-Winning University Teachers
8. Dancing with Chains:
How Does Assessment-as-Learning Fit in China?
9. Fostering Student Evaluative
Judgement through Assessment-as-Learning in Tertiary English Language
Classroom
10. The Conceptualisation of Student Self-Assessment Literacy: A
Case Study of Chinese Undergraduates
11. Assessment-as-Learning through the
Lens of Self-Regulated Learning: The Role of Normative Competence
12.
Involved and Autonomy-Supportive Teachers Make Reflective Students: Linking
Need-Supportive Teacher Practices to Student Self-Assessment Practices
13.
Changing External Feedback to Learning Opportunities: A Study on Filipino
University Students Feedback Orientation
14. Harnessing the Learning
Potential of Feedback: Dedicated Improvement and Reflection Time (DIRT) in
Classroom Practice
15. Synchronous Self-Assessment: Assessment from the Other
Side of the Mirror
16. Supporting Quality of Learning by Letting Students
Give their Own Grades An Innovative Self-Assessment Model in University
Mathematics
17. Supporting Students to Use Assessment-as-Learning
18. The
Reciprocal Nature of Assessment-as-Learning and Feedback Literacy: Case
Studies from Higher Education in Australia
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.
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