The Experts below are selected from a list of 350598 Experts worldwide ranked by ideXlab platform
Constant Leung - One of the best experts on this subject based on the ideXlab platform.
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Developing formative teacher Assessment: knowledge, Practice and change
Language Assessment Quarterly, 2004Co-Authors: Constant LeungAbstract:Classroom-based formative Assessment by teachers has received a good deal of renewed scholarly and policy interest. The overall aim of this article is to foreground some of the key constitutive issues in this approach to teacher Assessment and to suggest possible ways of conceptualizing key epistemological and empirical questions. This discussion raises a number of research and development issues in respect of (a) the conceptual basis of investigating this kind of student-oriented contingent Assessment, (b) some methodological questions concerned with classroom-based research, and (c) the need to understand teacher development and teacher change with reference to teacher Assessment Practice. The concept of construct- referenced Assessment (Wiliam, 2001) will be used as a point of departure for the discussion on reconceptualizing and framing the investigation of teacher Assessment. A discourse-based approach will be presented in relation to classroom research. The relevance of the work in teacher developme...
Karen R. Harris - One of the best experts on this subject based on the ideXlab platform.
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Reconceptualising the role of teachers as assessors: teacher Assessment identity
Assessment in Education: Principles Policy & Practice, 2017Co-Authors: Anne Looney, Joy Cumming, Fabienne Van Der Kleij, Karen R. HarrisAbstract:Teachers’ capabilities to conduct classroom Assessment and use Assessment evidence are central to quality Assessment Practice, traditionally conceptualised as Assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers’ Assessment work. Drawing on research on teacher identity, we posit that teachers’ identity as professionals, beliefs about Assessment, disposition towards enacting Assessment, and perceptions of their role as assessors are all significant for their Assessment work. We term this reconceptualisation Teacher Assessment Identity (TAI). Secondly, in support of this conceptual work, we present findings from a systematic review of self-report scales on teacher Assessment literacy and teacher identity related to Assessment. The findings demonstrate that such scales and previous research exploring teacher Assessment Practices have paid limited attention to what we identify as essential and broader dimensions of TAI. We share our reconceptualisation and analyses to encourage others to consider teacher Assessment work more broadly in their research.
Margaret Price - One of the best experts on this subject based on the ideXlab platform.
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if i was going there i wouldn t start from here a critical commentary on current Assessment Practice
Assessment & Evaluation in Higher Education, 2011Co-Authors: Margaret Price, Jude Carroll, Berry Odonovan, Chris RustAbstract:Assessment is currently in the spotlight for its poor ratings in student satisfaction surveys and ‘under performance’ in quality reviews. Consequently, a variety of initiatives and projects are being undertaken aimed at improving Assessment. However, many of the concepts and theories underpinning Assessment Practice are complex and interrelated, which can mean that relatively simple and apparently minor changes can have major, and often unintended, consequences. This paper was initially prepared to foreground an internal document providing diagnosis and recommendations for change to Assessment strategy and policy in a post‐1992 university. It draws on a wide body of literature and research studies to distil and discuss key issues, which should inform Assessment decisions. These key issues provide a framework to examine Assessment policy and Practice and enable the alignment of Assessment policy with the beliefs and values of an institution.
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a social constructivist Assessment process model how the research literature shows us this could be best Practice
Assessment & Evaluation in Higher Education, 2005Co-Authors: Chris Rust, Berry Odonovan, Margaret PriceAbstract:Although Assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of Assessment Practice. This paper argues that if a social constructivist approach is applied to the Assessment process many of the problems could be overcome. It describes what a social constructivist approach to Assessment would look like and gives practical examples, from the research literature, of ways it could be implemented.
Chris Rust - One of the best experts on this subject based on the ideXlab platform.
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if i was going there i wouldn t start from here a critical commentary on current Assessment Practice
Assessment & Evaluation in Higher Education, 2011Co-Authors: Margaret Price, Jude Carroll, Berry Odonovan, Chris RustAbstract:Assessment is currently in the spotlight for its poor ratings in student satisfaction surveys and ‘under performance’ in quality reviews. Consequently, a variety of initiatives and projects are being undertaken aimed at improving Assessment. However, many of the concepts and theories underpinning Assessment Practice are complex and interrelated, which can mean that relatively simple and apparently minor changes can have major, and often unintended, consequences. This paper was initially prepared to foreground an internal document providing diagnosis and recommendations for change to Assessment strategy and policy in a post‐1992 university. It draws on a wide body of literature and research studies to distil and discuss key issues, which should inform Assessment decisions. These key issues provide a framework to examine Assessment policy and Practice and enable the alignment of Assessment policy with the beliefs and values of an institution.
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a social constructivist Assessment process model how the research literature shows us this could be best Practice
Assessment & Evaluation in Higher Education, 2005Co-Authors: Chris Rust, Berry Odonovan, Margaret PriceAbstract:Although Assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of Assessment Practice. This paper argues that if a social constructivist approach is applied to the Assessment process many of the problems could be overcome. It describes what a social constructivist approach to Assessment would look like and gives practical examples, from the research literature, of ways it could be implemented.
Nicholas Frank Pidgeon - One of the best experts on this subject based on the ideXlab platform.
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safety culture and risk management in organizations
Journal of Cross-Cultural Psychology, 1991Co-Authors: Nicholas Frank PidgeonAbstract:The concept of safety culture arose in the aftermath of the Chernobyl disaster. It is argued that safety culture represents a new way of conceptualizing processes of risk handling and management in organizational and other contexts. Safety culture provides a global characterization of some of the common behavioral preconditions to disasters and accidents in high-risk sociotechnical systems, and might also prove to be a heuristic tool to aid risk management strategies to complement current risk Assessment Practice. Culture is conceptualized in the current article as primarily an ideational system of meanings, and safety culture as one concerned with the norms, beliefs, roles, and Practices for handling hazards and risk. Possible elements of a "good" safety culture are elaborated under three headings: norms and rules for dealing with risk, safety attitudes, and reflexivity on safety Practice.
