Self-directed Learning Oriented Assessments in the Asia-Pacific
(Sprache: Englisch)
The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of...
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The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region. SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
Inhaltsverzeichnis zu „Self-directed Learning Oriented Assessments in the Asia-Pacific “
Introduction by the Series Editors; Rupert Maclean.- Acknowledgements.- List of Contributors.- List of Figures.- List of Tables.- About the Contributors.- SECTION 1: Theory of Self Directed Learning Oriented Assessment.- 1. Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-directed Learning Oriented Assessment; Magdalena Mo Ching Mok.- 2. Assessment, Standards-Referencing and Standard Setting; Jim Tognolini and Michelle Davidson.- 3. Rapid Dynamic Assessment for Learning; Slava Kalyuga.- 4. Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory; Hye-Jeong Choi, André A. Rupp, and Min Pan.- 5. Application of the DINA Model Framework to Enhance Assessment and Learning; Jimmy de la Torre.- 6. Theory of Self-Directed Learning-Oriented Assessment: A Non-Technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment; William John Boone, John R. Staver, and Melissa S. Yale.- 7. Getting to the Core of Learning: Using Assessment for Self-monitoring and Self-regulation; Lorna Earl and Steven Katz.- 8. Metacognitive Self-Confidence in School-Aged Children; Sabina Kleitman, Lazar Stankov, Carl Martin Allwood, Sarah Young, and Karina Mak.- SECTION 2: Tools for Implementing Self Directed Learning Oriented Assessment.- 9. Using Item Response Theory as a Tool in Educational Measurement; Margaret Wu.- 10. A Concurrent-Separate Approach to Vertical Scaling; Zi Yan, Doris Ching Heung Lau, and Magdalena Mo Ching Mok.- 11. Student-Problem Chart: An Essential Tool for SLOA; Magdalena Mo Ching Mok, Sze Ming Lam, Ming Yan Ngan, Jing Jing Yao, Michael Ying Wah Wong, Jacob Kun Xu, and Stephen Yin Chuen Ting.- 12. Using User-defined Fit Statistic to Analyze Two Tier Items in Mathematics; Hak Ping Tam, Margaret Wu, Doris Ching Heung Lau, and Magdalena Mo Ching Mok.- 13. Dynamic Assessment of Learning Potential; David Tzuriel.- 14. Exploiting Computerized Adaptive Testing for
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Self-Directed Learning; Connie Chia-Ling Hsu, Yue Zhao, and Wen-Chung Wang.- SECTION 3: Case Studies of Self Directed Learning Oriented Assessment in the Region.- 15. Learning Assessment Reform in Thailand; Somwung Pitiyanuwat and Tan Pitiyanuwat.- 16. Concerns of Student Teachers: Identifying Emerging Themes through Self-assessment; Pauline Swee Choo Goh and Bobbie Matthews.- 17. Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers' Attitudes towards Rasch Measurement; Chi Ming Ho, Anthony Wai Chi Leung, Magdalena Mo Ching Mok, and Paisley Tsz Mei Cheung.- 18. Accelerated Approach to Primary School English Education in China: Three Case Studies; George Yu.- 19. Physical Education in Higher Education in Hong Kong: The Effects of the Intervention on Pre-service Sports Coaches' Attitudes towards Assessment for Learning used in Sports; Henry Kai On Lee.- 20. The Case of St Margaret's Girls' College: How SLOA Promotes Self Assessment and Peer Assessment to Enhance Secondary School Student English Learning; George Yu.- Index.
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Bibliographische Angaben
- 2013, 456 Seiten, Maße: 16 x 24,1 cm, Gebunden, Englisch
- Herausgegeben: Magdalena Mo Ching Mok
- Verlag: Springer Netherlands
- ISBN-10: 9400745060
- ISBN-13: 9789400745063
- Erscheinungsdatum: 09.10.2012
Sprache:
Englisch
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