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Titlebook: Educational Assessment in the 21st Century; Connecting Theory an Claire Wyatt-Smith,J. Joy Cumming Book 2009 Springer Science+Business Medi

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书目名称Educational Assessment in the 21st Century
副标题Connecting Theory an
编辑Claire Wyatt-Smith,J. Joy Cumming
视频video
概述A host of internationally recognized authors explore the latest ideas on the future of assessment.Provides readers with a range of theoretical and methodological viewpoints.Includes an explanation of
图书封面Titlebook: Educational Assessment in the 21st Century; Connecting Theory an Claire Wyatt-Smith,J. Joy Cumming Book 2009 Springer Science+Business Medi
描述Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- er
出版日期Book 2009
关键词Approaches to assessment; Assessment and student learning; Constraints on assessment; Fairness; Formativ
版次1
doihttps://doi.org/10.1007/978-1-4020-9964-9
isbn_softcover978-90-481-8231-2
isbn_ebook978-1-4020-9964-9
copyrightSpringer Science+Business Media B.V. 2009
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Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learninges as well as limitations for making meaning: a result jointly of the materiality of modes—sound, for instance, being different materially to movement or to colour—and often long histories of the shaping of these materials in specific societies.
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Book 2009tnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that
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Defining Standards for the 21st Centuryg standards (improving educational outcomes) and reporting on standards (saying how well students are progressing in school). Talk about standards pervades current discussions about education, particularly, for the focus of this book, discussions that involve educational assessment.
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