Table of Contents

1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goals; Claire Wyatt-Smith, Val Klenowski and Peta Colbert.- PART 1: Assessment Quality.- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum; Jill Willis and Bronwen Cowie.- 3. Student involvement in assessment of their learning; Harm Tillema.- 4. Large-scale testing and its contribution to learning; Esther Care, Patrick Griffin, Zhonghua Zhang and Danielle Hutchinson.- 5. The role of assessment in improving learning in a context of high accountability; Patrick Griffin, Esther Care, Michael Francis and Claire Scoular.- PART 2: Becoming Assessment Literate.- 6. Assessment literacy; Knut Steinar Engelsen and Kari Smith.- 7. The power of learning-centered task design: An exercise in the application of the variation principle; Dany Laveault.- 8. Developing assessment tasks; Jeffrey K. Smith and Lisa F. Smith.- 9. Using assessment information for professional learning; Helen Timperley.- 10. Teachers' professional judgment in the context of collaborative assessment practice; Linda Allal and Lucie Mottier Lopez.- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges; David Carless and Ricky Lam.- PART 3: Teachers' Responsibilities in Assessment.- 12. Looking at assessment through learning-colored lenses; W. James Popham.- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation; Claire Wyatt-Smith and Val Klenowski.- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards; Peta Colbert and J. Joy Cumming.- 15. Assessment and the reform of education systems: From good news to policy technology; Anne Looney.- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability; Kim Koh.- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners; Maria Araceli Ruiz-Primo, Guillermo Solano-Flores and Min Li.- PART 4: Leading Learning and the Enabling Power of Assessment.- 18. Conceptualizing assessment culture in school; Menucha Birenbaum.- 19. Preparing teachers to use the enabling power of assessment; Lisa F. Smith, Mary F. Hill, Bronwen Cowie and Alison Gilmore.- 20. Challenging conceptions of assessment; Lorna M. Earl and Helen Timperley.- 21. The place of assessment to improve learning in a context of high accountability; Margaret Heritage.- PART 5: Digital Assessment.- 22. Designing next-generation assessment: Priorities and enablers; Kay Kimber and Claire Wyatt-Smith.- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment; Patricia Broadfoot, Alison Oldfield, Rosamund Sutherland and Sue Timmis.- 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." (Jesus Garcia Laborda, British Journal of Educational Technology, Vol. 46 (3), 2015)