Assessment & Reporting: Celebrating Student Achievement (4e)

Assessment and Reporting: Celebrating student achievement 4e examines the nature of assessment and reporting within the context of learning.
 
The importance of assessment in Australian schools is now clearly recognised. Assessment and Reporting 4e provides a timely analysis of assessment and reporting within two different contexts:  increased accountability required by governments and a greater focus on authentic assessment that facilitates student learning. These two contexts are not necessarily complementary and provide unique challenges for teachers.
This new edition reflects on current and enduring debates, and provides students and beginning teachers with theoretical and practical understandings of assessment and reporting.
 
This book is suitable for primary and secondary pre-service teachers, allowing it to be integrated into any level of teacher education course.

1. Contexts for Assessment and Reporting 
2. Principles of Assessment for Learning    
3. Formative Assessment and the Provision of Student Feedback  
4. Strategies for Assessing Student Achievement in the Classroom 
5. Strategies for Self and Peer Assessment 
6. Recording and Assessment  
7. Reporting Student Achievement in the Classroom  
8. The National Curriculum and NAPLAN  
9. External Testing  
10. Cases of Assessment and Reporting Practice

This fourth edition preserves the same basic structure as the previous three with two additional chapters to analyse the federal government’s external testing mandate within the context of a national curriculum.
-  New chapter 8 titled “NAPLAN and External Testing”
-  New chapter 9 titled “The National Curriculum: Assessment and reporting”

• Objectives at the beginning of each chapter ensure that students understand the learning outcomes that will be discussed within each given chapter.
• Summary at the end of each chapter gives an overview of the key terms, principles and strategies that have been discussed.
• Questions and exercises at the end of each chapter let students analyse and assess the skills they have learnt by providing scenarios and cases for interpretation.
• References at the end of each chapter give students a chance for extra curricula study and research.

Laurie Brady is Professor in the Faculty of Arts and Social Sciences at the University of Technology, Sydney. He has extensive experience in classroom teaching and teacher education. He is an author of the successful text Curriculum Construction.
Kerry Kennedy is Chair Professor of Curriculum Studies at the Hong Kong Institute of Education where he is also the Dean of the Faculty of Education Studies and the Associate Vice-President (Quality Assurance ). He was previously Pro Vice-Chancellor (Academic) at the University of Canberra where, among other things, he had responsibility for the University’s assessment policy. He is an author of the successful text Curriculum Construction.