rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teacher Learning with Classroom Assessment
    sub title: Perspectives from Asia Pacific
  name:
    name part: Jiang, Heng.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Hill, Mary F.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: si
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVI, 201 p. 9 illus. online resource.
  abstract: This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
  table of contents: Chapter 1 Introduction: Teacher Learning and Classroom Assessment -- Chapter 2 Classroom Assessment Practices and Teacher learning: An Australian Perspective -- Chapter 3 Nauruan Perspectives of Assessment Learning through Assessment Use -- Chapter 4 Developing Assessment-capable Teachers through Engagement in Assessment for Learning (AfL): A New Zealand Study -- Chapter 5 Teachers' Understanding Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China -- Chapter 6 Teacher Learning of Portfolio Assessment Practices: Testimonies of Two Writing Teachers -- Chapter 7 Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India -- Chapter 8 Teacher Learning from Classroom Assessment in Japan: Responsive and Emergent Classroom Assessment in Lesson Study -- Chapter 9 Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices through the Case of Pei Pei -- Chapter 10 Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective -- Chapter 11 Curriculum and Policy Reform Impacts on Teachers' Assessment Learning: A South African Perspective -- Chapter 12 Classroom Assessment for Teacher Learning and Student Learning.
  note: edited by Heng Jiang, Mary F. Hill.
  subject:
    topic: Assessment
  subject:
    topic: Teaching
  subject:
    topic: International education
  subject:
    topic: Comparative education
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: International and Comparative Education
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  identifier: 9789811090530
  identifier: https://doi.org/10.1007/978-981-10-9053-0
  record info:
    record creation date: 180419
    record change date: 20191029021957.0
    record identifier: 978-981-10-9053-0