Table of Contents

1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goals.- PART 1: Assessment Quality.- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum.- 3. Student involvement in assessment of their learning.- 4. Large-scale testing and its contribution to learning.- 5. The role of assessment in improving learning in a context of high accountability.- PART 2: Becoming Assessment Literate.- 6. Assessment literacy.- 7. The power of learning-centered task design: An exercise in the application of the variation principle.- 8. Developing assessment tasks.- 9. Using assessment information for professional learning.- 10. Teachers’ professional judgment in the context of collaborative assessment practice.- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges.- PART 3: Teachers’ Responsibilities in Assessment.- 12. Looking at assessment through learning-colored lenses.- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation.- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards.- 15. Assessment and the reform of education systems: From good news to policy technology.- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability.- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners.- PART 4: Leading Learning and the Enabling Power of Assessment.- 18. Conceptualizing assessment culture in school.- 19. Preparing teachers to use the enabling power of assessment.- 20. Challenging conceptions of assessment.- 21. The place of assessment toimprove learning in a context of high accountability.- PART 5: Digital Assessment.- 22. Designing next-generation assessment: Priorities and enablers.- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment.- Index. 

Reviews

“This is very well written and reader friendly; Designing assessment for quality learning is a must for those working in the field. Many will find excellent points for consideration and many teachers and researchers will be glad of the near future views of what, how, where and why assessment will change the way we teach and learn.” (Jesús García Laborda, British Journal of Educational Technology, Vol. 46 (3), 2015)