The assessment for learning movement focuses on ensuring that assessments constructed by teachers are designed to enhance the learning process Stobart, Literature on assessment for learning is relevant at all educational levels, although higher education research tends to be siloed from those at other educational levels. This special issue seeks to bring together higher education research with secondary education research through a focus on engagement with disciplinary practices that form a common foundation across these different educational stages.
We welcome papers specific to any discipline at either educational level. Fulfilling the educational potential of assessment for learning requires that assessment tasks and processes reflect the deep and implicit structures of a discipline and its knowledge generation practices. In higher education, the term signature pedagogies Shulman, has been used to describe the ways in which students are socialised into characteristic habits of mind, heart and hands of a particular profession or discipline. They define how knowledge is analysed, criticised, accepted or discarded.
They define the functions of expertise in a field, the locus of authority, and the privileges of rank and standing Through discipline-sensitive implementation of assessment for learning, students have the opportunity to become apprentices in the practices of the disciplinary or professional community they are studying through authentic tasks, performances and feedback practices Wiggins, ; Winstone, et al, Email proposals and any informal inquiries to E. Pitt kent. Quinlan kent. Authors of successful proposals will be invited to submit a full article 5,, words excluding references.
Please note that encouragement to proceed to a full submission does not guarantee publication. Articles received will be subject to full double blind peer review using normal journal procedures. Assessment in Education: Principles, Policy and Practice provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contribution from a wide range of assessment systems and cultures.
The intention is to explore both commonalities and differences in policy and practice. Visit Journal. Black, P. The growing momentum and legitimacy behind an alliance for international education.
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- Principles of instruction (Educational Practices 21) | International Bureau of Education.
- Teaching in Further Education.
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- Educational principles and policy practices of higher education.
Find out more. Tips on citation download. Google Scholar. International Schools Journal 16 1 : 30 - International Schools Journal 17 1 : 50 - Hayden and J.
- NAIS - Principles of Good Practice (PGPs).
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- Miller Time;
- On Our Mind: Salience, Context, and Figurative Language?
- Of Primary Importance: Whats Essential in Teaching Young Writers.
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Thompson eds International Education: Principles and Practice, 77 - London : Kogan Page. International Schools Journal 11 Spring: 27 - Thompson eds International Schools and International Education, pp.
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BUSH, V. Industrial Marketing Management 30 1 : 65 - International Schools Journal 22 2 : 54 - Compare 34 2 : - Google Scholar Crossref. DEAL, T. Educational Leadership 40 5 : 14 - Google Scholar ISI. Geneva : International School of Geneva. Glencoe, IL : Scott Foresman. Thompson eds International Education in Practice, pp.
Basingstoke : Macmillan Press Ltd. Journal of Research in International Education 3: - HALL, S.
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Hall , S. Held and T. McGrew eds Modernity and its Futures, pp. Featherstone ed. Global Culture: Nationalism, Globalization and Modernity, pp.
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Guiding Principles for Higher Education - CIS Council of International Schools
New Directions for Higher Education 5 - International Schools Journal 15 1 : 13 - Oxford Review of Education 21 3 : - International Review of Education 41 5 : - International Schools Journal 16 1 : 46 - The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology. As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students.
This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.
This book makes a compelling case for adopting universal design in all postsecondary offerings in order to support a diverse educational community and an inclusive approach to academic excellence.
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