Testing Times

Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow 'for-the-test' learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for-purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence, testing, learning skills, accountability, and, the 'diploma disease' formative assessment. Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.

ISBN 0415404754   Pages 224 ISBN13 9780415404754 (What's this?)   Volumes 1 Publisher Taylor & Francis Ltd   Weight (grammes) 340 Imprint Routledge   Published in London Format Paperback   Height (mm) 234 Publication date 10 Oct 2007   Width (mm) 156 Library of Congress 2007035794   Spine width (mm) 13 DEWEY 371.262   Academic level Undergraduate, Postgraduate, Professional / Scholarly DEWEY edition DC22

1		Assessing assessment		13
2		Intelligence testing : how to create a monster		30
3		The resistance movement : multiple and emotional intelligences		57
4		The lure of learning styles		73
5		The Diploma Disease : still contagious after all these years?		89
6		The long shadow of accountability		116
7		Reasons to be cheerful : assessment for learning		144
8		Reclaiming assessment : becoming responsible for who we are		171
		Notes		187
		Bibliography		198
		Author index		213
		Subject index		216

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