Details
Teacher Learning with Classroom Assessment
Perspectives from Asia Pacific|
96,29 € |
|
| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 19.04.2018 |
| ISBN/EAN: | 9789811090530 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p>This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.</p>
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<p>Dr Jiang Heng is an assistant professor at the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning, curriculum studies, and comparative education. She has published in peer-reviewed academic journals such the Journal of Teacher Education, and Intercultural Education, and delivered presentations at international conferences. She has led and co-led several funded research projects on teacher learning in Singapore. Her most recent book is “Learning to Teach with Assessment: A Student Teaching Experience in China” published by Springer.</p><p>Dr Mary F. Hill is an associate professor at the Faculty of Education and Social Work at the University of Auckland, New Zealand. Her research interests span teachers’ assessment practices and teacher professional learning. She teaches the Practitioner Research Methods postgraduate course at the Faculty and has supervised numerous masters’ and doctoral students’ theses projects. Mary has led several funded research programmes, including a recent national project investigating pre-service teacher assessment learning.</p>
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
<p>Reveals teachers’ classroom assessment strategies initiated in and designed for their own classroom instruction</p><p>Offers insights into how teachers practice and learn from classroom assessment in different educational contexts</p><p>Compares and contrasts how the global discourse on assessment for learning is assimilated within teachers’ practices in ways that fit (and may not fit) different cultural and policy contexts</p>
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