Main Data
Editor: Rita Berry, Bob Adamson
Title: Assessment Reform in Education Policy and Practice
Publisher: Springer-Verlag
ISBN/ISSN: 9789400707290
Edition: 1
Price: CHF 135.50
Publication date: 01/01/2011
Category: Politik, Gesellschaft, Arbeit
Language: English
Technical Data
Pages: 216
Kopierschutz: DRM
Geräte: PC/MAC/eReader/Tablet
Formate: PDF
Table of contents

This book discusses the recent assessment movements in the eastern and western worlds with particular focuses on the policies, implementation, and impacts of assessment reform on education. A new perspective of assessment sees assessment as a means to enhance learning.
This book examines the tensions, challenges and outcomes (intended and unintended) of assessment reform arising at the interface of policy and implementation, and implementation and student learning. The book reviews the experiences insights gained from research, and identifies the facilitators and hindrances to effective change. It reflects current thinking of assessment and provides the readers with ample background information of assessment development in many countries including USA, England, Scotland, Wales, Northern Ireland, Australia, Singapore, Taiwan, and Hong Kong.


Rita Berry is an Associate Professor in the Department of Curriculum and Instruction, Hong Kong Institute of Education. She obtained her doctoral title from the University of Exeter UK but her teaching qualifications (main stream and slow learners) were obtained in Hong Kong. Dr Berry has extensive experience in teaching and has worked in schools and universities in the UK and Hong Kong. She is involved in many external and internal funded research projects and publishes widely in the area of assessment, learner autonomy, curriculum, and teaching education. Dr Berry develops and coordinates modules and programmes. She provides consultancy services and offers various kinds of professional upgrading training for teachers in and outside Hong Kong. Her research interests include assessment FOR/AS learning, classroom and school-based assessment, curriculum development and implementation, as well as autonomous learning and learning strategies.


Bob Adamson is a Professor at Hong Kong Institute of Education, where he is Head of the Department of International Education and Lifelong Learning. Prior to this, he was Head of the Curriculum and Instruction and the Director of Graduate Programmes. He has worked in schools, colleges and universities in France, mainland China, Hong Kong, Australia and the United Kingdom, before assuming his current position at the Hong Kong Institute of Education in September 2006. Prof Adamson is a former Honorary Director of the Comparative Education Research Centre at the University of Hong Kong, and Past President of the Comparative Education Society of Hong Kong. He has carried out consultancies for the People's Education Press, China; Ohana Foundation, California; and UNICEF. Prof Adamson has published extensively in the field of curriculum studies, with a particular focus on English language teaching and comparative education.

Table of contents
List of Abbreviations14
List of Figures16
List of Tables17
About the Authors18
Part I Assessment Reform Experiences25
1 Assessment Reform Past, Present and Future26
1.1 The Nature of Assessment26
1.2 Functions of Assessment28
1.3 Historical Overview30
1.4 Assessment Policy-Making and Policy Implementation32
1.5 Organization of the Book33
2 Assessment for Learning: Research and Policy in the (Dis)United Kingdom38
2.1 Assessment Policy in the Context of Education Reform38
2.2 Initial Influences on Policy with Regard to Assessment for Learning39
2.3 Current Manifestation of AfL Policy in the Four Countries of the UK41
2.3.1 Scotland41
2.3.2 Wales43
2.3.3 Northern Ireland44
2.3.4 England46
2.4 The Extent of Policy Borrowing50
2.5 Challenges for Educational Change51
3 Assessment for Learning: US Perspectives56
3.1 Introduction56
3.2 Economic, Political and Ideological Background to Education Reform in the USA57
3.3 No Child Left Behind58
3.3.1 High-Stakes Assessment59
3.3.2 Assessment for Accountability61
3.3.3 Standards-Based Assessment62
3.4 Assessment for Learning Under NCLB63
3.5 Recent Developments66
3.6 Conclusions67
4 Educational Assessment in Mainland China, Hong Kong and Taiwan71
4.1 Introduction71
4.2 The Changing Climate of Educational Assessment in Mainland China71
4.3 The AfL Movements in Hong Kong76
4.4 The Multivariate Approach Assessment Reforms in Taiwan78
4.5 Conclusion and Implications80
5 Assessment Reform and Educational Change in Australia84
5.1 Introduction84
5.2 Drivers for Educational Change in Australia85
5.3 National Levers for Educational Change in Australia86
5.4 Background86
5.5 Current Context87
5.6 Emergent Issues89
5.7 The Case of Queensland90
5.8 Challenges for Teachers at the National Level91
5.9 Future Challenges93
6 Assessment for Learning Reform in Singapore Quality, Sustainable or Threshold96
6.1 Introduction96
6.2 Recent Educational Developments and Assessment Reform in Singapore97
6.3 What Does Formative Assessment Do for Learning in Singapore100
6.4 What Should Assessment Reform Actually Do for Learning in Singapore102
6.4.1 The Critical Need for Clear Standards in a Norm Referenced Assessment System103
6.4.2 Formative Assessment Must Be Sustainable to Enhance Future Learning104
6.4.3 The Importance of Self-Assessment in Formative Assessment104
6.5 Conclusion: Towards a Threshold of Sustainable Assessment in Singapore105
7 Assessment Reforms Around the World109
7.1 Introduction109
7.2 The Changing Assessment Landscape in Europe, Americas and Australiasia109
7.3 The Assessment Reform Experiences in Asia and Africa115
7.4 Conclusion and Implications118
Part II Issues in the Spotlight123
8 Engaging and Empowering Teachers in Innovative Assessment Practice124
8.1 Introduction124
8.2 Review of Innovations in Assessment Initiatives Across the UK126
8.2.1 Professional Learning126 Time128 Ownership128 Understanding128
8.2.2 Dissemination129 Transmission Model129 Transformation Model130
8.2.3 Sustainable Development130
8.3 Insights from the Study131
8.3.1 Planning for Change in Assessment Practice132
8.3.2 Self-Agency of Teachers133
8.3.3 Principles and Standards134
8.4 Concluding Remarks136