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Assessment Reform in Science : Fairness and Fear /

Contributor(s): Yung, Benny H.W [editor.] | SpringerLink (Online service).
Material type: materialTypeLabelBookSeries: Science & Technology Education Library: 31Publisher: Dordrecht : Springer Netherlands, 2006.Description: XVI, 296 p. online resource.Content type: text Media type: computer Carrier type: online resourceISBN: 9781402034084.Subject(s): Education | Science education | Teaching | Education | Science Education | Learning & Instruction | Teaching and Teacher EducationDDC classification: 507.1 Online resources: Click here to access online
Contents:
Foreword by Peter Fensham. Foreword by Derek Hodson. Acknowledgements -- 1. Introduction -- 2. The assessment reform -- 3. Teachers' enactment of the reform -- 4. Alan-the students' companion -- 5. Bob-the teacher with a mission -- 6. Carl-the teacher committed to all-round education -- 7. Dawn-the evolving teacher -- 8. Eddy-the money-hunter -- 9. Hugo-the examiner of a driving test -- 10. Ivor-the police fears to be scolded by his superior -- 11. John-the examination-driven teacher -- 12. Looking across the cases-a preliminary analysis -- 13. Three views of fairness -- 14. Teacher professionalism and policy interpretation -- 15. Ways of seeing and ways of enacting -- Appendix A: A study transversing three bodies of literature. Appendix B: Reflecting on the research methodology. References. Index.
In: Springer eBooksSummary: The conclusions and recommendations made in the book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system. Hong Kong is simply a context that provided the opportunity to gather very rich and informative data on issues pertaining to assessment reforms which also have very wide implications in many countries’ contexts. The book is written for practising teachers, teachers-in-training, teacher educators, policy makers and researchers who are interested in teachers’ classroom practices, teacher beliefs, teacher professionalism, implementation of educational reforms in general and high stakes assessment reforms in particular. The structure of the book is organized in a manner that rapidly presents the case stories of the teachers to the readers. These stories can be helpful to all teachers, whether in training or experienced, in a number of ways: (1) as a set of ideas to be debated upon and to act as a springboard for reflection on the purposes of assessment in education and on the role of teachers in these purposes; (2) as examples of practice that can be compared to the readers' own existing practices; and (3) as a source of models of practice to apply and test in readers' own classrooms. These case stories are followed by a discussion of a number of issues that arise from this group of teachers’ beliefs and practices. To cater for research-oriented readers, the relevant literature, theoretical underpinnings, and the intriguing research methodology that led to the case stories will appear as appendices.
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E books E books PK Kelkar Library, IIT Kanpur
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Foreword by Peter Fensham. Foreword by Derek Hodson. Acknowledgements -- 1. Introduction -- 2. The assessment reform -- 3. Teachers' enactment of the reform -- 4. Alan-the students' companion -- 5. Bob-the teacher with a mission -- 6. Carl-the teacher committed to all-round education -- 7. Dawn-the evolving teacher -- 8. Eddy-the money-hunter -- 9. Hugo-the examiner of a driving test -- 10. Ivor-the police fears to be scolded by his superior -- 11. John-the examination-driven teacher -- 12. Looking across the cases-a preliminary analysis -- 13. Three views of fairness -- 14. Teacher professionalism and policy interpretation -- 15. Ways of seeing and ways of enacting -- Appendix A: A study transversing three bodies of literature. Appendix B: Reflecting on the research methodology. References. Index.

The conclusions and recommendations made in the book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system. Hong Kong is simply a context that provided the opportunity to gather very rich and informative data on issues pertaining to assessment reforms which also have very wide implications in many countries’ contexts. The book is written for practising teachers, teachers-in-training, teacher educators, policy makers and researchers who are interested in teachers’ classroom practices, teacher beliefs, teacher professionalism, implementation of educational reforms in general and high stakes assessment reforms in particular. The structure of the book is organized in a manner that rapidly presents the case stories of the teachers to the readers. These stories can be helpful to all teachers, whether in training or experienced, in a number of ways: (1) as a set of ideas to be debated upon and to act as a springboard for reflection on the purposes of assessment in education and on the role of teachers in these purposes; (2) as examples of practice that can be compared to the readers' own existing practices; and (3) as a source of models of practice to apply and test in readers' own classrooms. These case stories are followed by a discussion of a number of issues that arise from this group of teachers’ beliefs and practices. To cater for research-oriented readers, the relevant literature, theoretical underpinnings, and the intriguing research methodology that led to the case stories will appear as appendices.

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