This book transforms our current understanding of assessment practice in different educational settings and cultures. Drawing upon the resources of language games and critical realism the authors argue for an innovative engagement with the philosophical, theoretical and practical foundations of assessment. What is the connection between learning, motivation and assessment? Is assessment for learning a motorway or a blind alley for improved learning outcomes? How can creativity be assessed through the eyes of the connoisseur? How can assessment cultures be understood as forms of life and language games? Do new forms of society transform our assessment practices? A critical appreciation of the work of Royce Sadler is offered for assessment specialists.
Author(s): Stephen Roderick Dobson, Fuad Arif Fudiyartanto
Series: The Enabling Power of Assessment, 10
Publisher: Springer
Year: 2023
Language: English
Pages: 227
City: Cham
Foreword
Rediscovering the Foundations of Assessment
Reference
Acknowledgements
Introduction
The Theory and Science of Assessment
Assessment as Language Games, Noticing and Tacit Evaluative Knowledge
Assessment and Evaluation
The Argument of This Book: Bridging Student Assessment with Critical Realism and Theoretical Insights
The Act of Assessment
Structure of the Book
References
Contents
List of Figures
List of Tables
Chapter 1: How Might Critical Realism Extend Our Understanding of Assessment?
1.1 The Origins of Critical Realism
1.2 Key Concepts in Critical Realism
1.2.1 The Concept of the Dialectic
1.2.2 The Social Cube and the Structure–Agency Distinction
1.3 Methodology
1.4 Summary
References
Chapter 2: New Forms of Society: New Forms of Assessment
2.1 Assessment from Ancient Times
2.2 Modern Society
2.3 The Meaning of Competence in the Knowledge Society
2.4 Assessment Practices and the Mode of Extension in the Knowledge Society
2.5 Inclusion, Exclusion and the Diploma Disease
2.6 Closing Comments
References
Chapter 3: Assessment for Learning: Motorway or Dead End for Improved Learning Outcomes?
3.1 Origins
3.2 Defining Assessment for Learning
3.3 Assessment for Learning as a Motorway for Improved Learning Outcomes
3.4 Theories of Assessment for Learning
3.5 Feedback
3.6 Closing Comments
References
Chapter 4: Motivation, Learning and Assessment
4.1 Theories of Motivation and Learning
4.2 Enlarging the Index of Motivation
4.3 Grading Individuals
4.4 The Power and Responsibility of the Teacher Who Grades Individuals
4.5 Grading Group Work/Projects
4.6 Closing Comments
References
Chapter 5: Assessment as Connoisseurship
5.1 Creativity, Elitism and Democracy
5.2 Definition of Creativity
5.3 The Emergence of Creativity in an Educational Setting
5.4 Assessing Creativity
5.5 Assessment as Connoisseurship
5.6 Closing Comments
References
Chapter 6: Challenging the Culture of Formative Assessment: A Critical Appreciation of the Work of Royce Sadler
6.1 Understanding the Debate about Assessment of, for and as Learning
6.2 The Inspiration of Polanyi and Wittgenstein
6.3 Assessment Capital in a Knowledge Society
6.4 Assessment Judgements
6.5 Closing Comments
References
Chapter 7: Moving Assessment in New Directions
7.1 What Is Assessment?
7.2 What Can We Learn About the Relationship Between Society and Assessment Practices?
7.3 Why Is Motivation So Important in Learning and Assessment?
7.4 How We Value and Assess Ourselves and Others and with What Language
7.5 Transforming Assessment Practices: Challenges and Opportunities
References
Glossary
References
