Balancing Dilemmas in Assessment and Learning in Contemporary Education
Buku ini diterbitkan pertama kali pada tahun 2008 Oleh Rotledge Taylor & Francis Group
Judul: Balancing Dilemmas in Assessment and Learning in Contemporary Education
Oleh: Anton Havnes, et al (Editor)
Penerbit: Rotledge Taylor & Francis Group
Tahun: 2008
Jumlah Halaman: 298 hal.
Penulis:
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Lingkup Pembahasan:
Buku ini terdiri atas 5 Bagian. Masing-masing Bagian didukung oleh beberapa Bab. Bagian 1 tentang Pendahuluan yang terdiri atas 2 Bab. Bagian 2 Tentang Menghubungkan pendidikan dengan masyarakat melalui penilaian.Bagian ini terdiri atas 6 Bab. Bagian 3 tentang Dilema praktek penilaian di lembaga pendidikan. Bagian ini terdiri atas 7 Bab. Bagian 4 tentang Assessment, peserta didik, dan guru. Bagian ini terdiri atas 4 Bab. Bagian V tentang Epilog, terdiri atas 1 Bab.
Daftar Isi
Tables and Figures ix
PART I Introduction 1
1 Introduction: Assessment dilemmas in contemporary learning cultures 3
ANTON HAVNES AND LIZ MCDOWELL
2 The challenges of assessment in a new learning culture 15
OLGA DYSTHE
PART II Connecting education and society through assessment 29
3 Some consequences of writing assessment 33
SANDRA MURPHY
4 Assessment of writing in Norway: A case of balancing dilemmas 51
FRØYDIS HERTZBERG
5 Assessing craft and design: Conceptions of expertise in education and work 61
LARS LINDSTRÖM
6 Defining authentic assessment: Five dimensions of authenticity 73
JUDITH T. M. GULIKERS, THEO J. BASTIAENS AND PAUL A. KIRSCHNER
7 The role of assessment in preparing for lifelong learning: Problems and challenges 87
NANCY FALCHIKOV AND DAVID BOUD
8 Assessment: A boundary object linking professional education and work? 101
ANTON HAVNES
PART III The dilemmas of assessment practice in educational institutions 115
9 A theory-based discussion of assessment criteria: The balance between explicitness and negotiation 121
OLGA DYSTHE, KNUT STEINAR ENGELSEN, TJALVE GJ. MADSEN, AND LINE WITTEK
10 Real or imagined? The shift from norm referencing to criterion referencing in higher education 133
SUSAN ORR
11 Teacher or assessor? Balancing the tensions between formative and summative assessment in science
teaching 145
OLGA GIOKA
12 Changing assessment practices in Norwegian higher education: From where to where? 157
PER LAUVÅS
13 Performance assessment in nursing education: Exploring different perspectives 169
MARIEKE H. S. B. SMITS, DOMINIQUE M. A. SLUIJSMANS, AND WIM M. G. JOCHEMS
14 The challenge of assessing portfolios: In search of criteria 183
KARI SMITH AND HARM TILLEMA
15 A workplace perspective on school assessment 197
STEINAR KVALE
PART IV Assessment, learners and teachers 209
16 Assessment for learners: Assessment literacy and the development of learning power 213
PATRICIA BROADFOOT
17 Academics’ and academic developers’ views of student self-assessment 225
KELVIN TAN
18 Students’ experiences of feedback on academic assignments in higher education: Implications for
practice 237
LIZ MCDOWELL
19 Assessment beyond belief: The cognitive process of grading 251
JANICE ORRELL
PART V Epilogue 265
20 Balancing dilemmas: Traditional theories and new applications 267
DYLAN WILIAM
Contributors 283
Index 289
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