By Dany Laveault, Linda Allal

This ebook offers new views on evaluation for studying (AfL), at the demanding situations encountered in its implementation, and at the assorted methods of assembly those demanding situations. It brings jointly contributions from authors operating in quite a lot of academic contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the U.S.. It displays the problems, ideas, and demanding reflections which are rising in an increasing overseas community of researchers, expert improvement prone, and coverage makers, all of whom paintings heavily with lecture room academics and college leaders to enhance the overview of scholar learning. 

The idea of evaluate for studying, before everything formulated in 1999 by means of the evaluate Reform staff within the uk, has encouraged new methods of conceiving and training lecture room evaluation in schooling structures worldwide. This e-book examines overview for studying in a extensive standpoint such as different techniques to formative review (some emphasizing instructor intervention, others scholar involvement in assessment), in addition to a few varieties of summative evaluation designed to aid pupil studying. the focal point is on evaluate in K-12 study rooms and at the carrying on with expert studying of academics and faculty leaders operating with those classrooms. 

Readers of this quantity will stumble upon good documented bills of AfL implementation throughout a wide spectrum of stipulations in numerous nations and thereby collect greater realizing of the demanding situations that emerge within the transition from idea and coverage to lecture room perform. they are going to additionally find a wealth of rules for imposing review for studying in a good and sustainable manner. The chapters are grouped in 3 components: (1) review coverage Enactment in schooling platforms; (2) specialist improvement and Collaborative studying approximately evaluate; (3) evaluate tradition and the Co-Regulation of studying. An advent to every half presents an outline and provides the feedback and proposals formulated within the chapters. 

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2011, June). Assessment for learning culture in the classroom, and beyond. Paper presented at the 4th Assessment for Learning conference, Bergen, Norway. Allal, L. (2013). Teachers’ professional judgement in assessment: A cognitive act and a socially situated practice. Assessment in Education: Principles, Policy & Practice, 20, 20–34. Assessment Reform Group (ARG). (1999). Assessment for learning: Beyond the black box. Cambridge: University of Cambridge. Assessment Reform Group (ARG). (2002). Assessment for learning: 10 principles (leaflet printed by the ARG).

4). Sadler (1989) emphasized that learners must apprehend both the ‘reference level’—namely, the goal of their learning—and the actual level of their understanding. He pointed out that ‘if the information is simply recorded, passed to a third party who lacks either the knowledge or the power to change the outcome, or is too deeply coded (for example, as a summary grade given by the teacher) to lead to appropriate action, the control loop cannot be closed and “dangling data” substituted for effective feedback’ (p.

Laveault, D. (2008). Le jugement professionnel d’évaluation scolaire: Enjeux, tensions et synergies nouvelles. Revue Suisse des Sciences de l’Education, 30(3), 483–500. Laveault, D. (2013, August). Summative assessment for learning: How it may impact task design. Paper presented at the 15th Conference of the European Association for Research on Learning and Instruction, Munich, Germany. Laveault, D. (2014). The power of learning-centered task design: An exercise in the application of the variation principle.

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