Description
This is an essential book for all those concerned with the field of assessment. It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment. In a clear and rigorous manner, the authors explore new methods and study the various quality aspects of innovative approaches. Contributors. Acknowledgements. Preface. The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment; M. Segers, F. Dochy, E. Cascallar. New Insights into Learning and Teaching and their Implications for Assessment; M. Birenbaum. Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects; S. Gielen, F. Dochy, S. Dierick. Self and Peer Assessment in School and University: Reliability, Validity and Utility; K. Topping. A framework for Project-Based Assessment in Science Education; Y. Dori. Evaluating the OverAll Test: Looking for Multiple Validity Measures; M. Segers. Assessment for Learning: Reconsidering Portfolios and Research Evidence; A. Davies, P. LeMahieu. Students’ Perceptions about New Modes of Assessment in Higher Education: a Review; K. Struyven, F. Dochy, S. Janssens. Assessment of Students’ Feelings of Autonomy, Competence and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through self- and Peer Assessment; M. Boekaerts, A. Minnaert. Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method; A. Cascallar, E. Cascallar. Assessment and Technology. H. Braun. Index.
