Developing Teachers’ Assessment Literacy

A Tapestry of Ideas and Inquiries

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Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.

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Note biographique
Kim Koh, Ph.D. (2004), The University of British Columbia, is Associate Professor at the University of Calgary. She has published numerous articles, book chapters, and books, including Improving Teachers’ Assessment Literacy (Pearson, 2011), and Mastering the Art of Authentic Assessment, Vols. I and II (Pearson, 2011).

Cecille DePass, Ph.D. (1988), University of Calgary, is Associate Professor Emeritus at the University of Calgary. She has vast experiences in teaching curriculum courses in preservice and inservice teacher education programs. She is the Editor of Cultural and Pedagogical Inquiry.

Sean Steel, Ph.D. (2011), University of Calgary, is a public school teacher and university lecturer. He has published numerous articles, books, and book chapters. His books include The Pursuit of Wisdom and Happiness in Education: Historical Sources and Contemplative Practices (SUNY Press, 2014), Teacher Education and the Pursuit of Wisdom: A Practical Guide for Education Philosophy Courses (Peter Lang, 2017), and Suffering and the Intelligence of Love in the Teaching Life: In Light and in Darkness (Palgrave-Macmillan, 2019).
Readership
Readership includes students, teachers and educational researchers interested in teachers’ assessment literacy, improving instructional practice and student learning in light of the education reforms worldwide.
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