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008			160111s2014 ne | s |||| 0|eng d
020			_a9789400759022 _9978-94-007-5902-2
035			_avtls000425645
039		9	_y201601111132 _zstaff
050		4	_aLC5225.A75
245	1	0	_aDesigning assessment for quality learning / _cedited by Claire Wyatt-Smith, Valentina Klenowski, Peta Colbert.
264		1	_aDordrecht : _bSpringer Netherlands : _bSpringer, _c2014.
300			_axxvii, 398 páginas : _b23 ilustraciones
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aThe Enabling Power of Assessment, _x2198-2643 ; _v1
500			_aSpringer eBooks
505	0		_a1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goals -- PART 1: Assessment Quality -- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum -- 3. Student involvement in assessment of their learning -- 4. Large-scale testing and its contribution to learning -- 5. The role of assessment in improving learning in a context of high accountability -- PART 2: Becoming Assessment Literate -- 6. Assessment literacy -- 7. The power of learning-centered task design: An exercise in the application of the variation principle -- 8. Developing assessment tasks -- 9. Using assessment information for professional learning -- 10. Teachers’ professional judgment in the context of collaborative assessment practice -- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges -- PART 3: Teachers’ Responsibilities in Assessment -- 12. Looking at assessment through learning-colored lenses -- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation -- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards -- 15. Assessment and the reform of education systems: From good news to policy technology -- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability -- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners -- PART 4: Leading Learning and the Enabling Power of Assessment -- 18. Conceptualizing assessment culture in school -- 19. Preparing teachers to use the enabling power of assessment -- 20. Challenging conceptions of assessment -- 21. The place of assessment to improve learning in a context of high accountability -- PART 5: Digital Assessment -- 22. Designing next-generation assessment: Priorities and enablers -- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment -- Index.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aWyatt-Smith, Claire, _eeditor. _9310401
700	1		_aKlenowski, Valentina, _eeditor. _9372271
700	1		_aColbert, Peta, _eeditor. _9372272
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400759015
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-5902-2 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c325784 _d325784