New publications

In this edition, the author outlines his approach to discipline in the current context of high-stakes testing and accountability in the USA. Student-centred learning environments are proposed as a way to pre-empt the need for disciplinary action. Using real examples from the classroom, the author argues that classroom management based on reward and punishment can prolong behaviour problems, and provides advice on how to turn misbehaviour into teaching opportunities. (Adapted from publisher's description.)

The author calls for assessment to be used to foster ‘learning for all’. She starts with an historical overview of assessment practices. At the start of the 20th century the growth of industrialisation generated a need for universal schooling. The role for assessment within this framework was primarily to sort students, as a way to supply future labour in proportions that suited the needs of the economy. This role was increasingly theorised as a scientific and objective way to measure student achievement, with tests, especially in multiple choice form, seen as being free from ‘contamination’ by teachers. The book then calls for a rethinking of classroom assessment practices, identifying three key purposes for assessment. Assessment for learning refers to the use of formative assessment, involving observation, and student-teacher discussion and questioning, to inform planning for learning. Assessment as learning explores how assessment can foster students' self-monitoring and self-improvement. Assessment of learning describes summative assessment used for certification and reporting to students and parents. The reviewer notes that the author limits the discussion of assessment standards to the section on summative assessment, where it is viewed critically, and does not explore the potential value of standards in relation to formative assessment. (Adapted from review by C Wyatt-Smith in Curriculum Perspectives, no 3, 2006 and publisher's description.)

The book presents an overview of a range of assessment processes and their links to student learning. Written for teacher education students, established teachers, school leaders and policy makers, the book aims to offer a user-friendly, non-technical guide. It describes models of good assessment practice, the purpose of assessment, types of assessment, and the teacher’s role and using assessment to inform teaching and learning. Day-to-day assessment practices are considered, along with strategies for increasing student participation, creating time for assessment, using questioning to improve engagement, giving constructive feedback and record keeping. (Adapted from distributor's description.) 

A vision of how standardised testing can be used to benefit future teaching and learning is presented by a range of contributors. The editor addresses and explains common criticisms, and documents public support for standardised assessment. The book outlines a range of standardised assessment strategies and practices, and seeks to explain their benefits as well as limitations and possible improvements. With reference to assessment in the USA, it offers guidance on how to structure and administer large-scale testing programs in light of public preferences and the No Child Left Behind Act. The effect of standardised testing on ethnic minorities and disabled students is explored. (Adapted from distributor's description.)

A two-year research study has explored how 15 schools in the USA have coped with new assessment-based accountability systems. The book presents its findings, based on interviews with teachers, students and administrators from city and rural schools in Kentucky, Vermont, New York and Texas. The book focuses in particular on how the schools have used assessment requirements to stimulate student achievement, particularly for lower-performing groups. The first chapter presents an overview of implementation processes and policies used in the four states, while the second considers the responses of the schools. The third chapter examines how the focus on English, maths and other tested subjects has affected untested subjects such as music and technology. Subsequent chapters explore the different leadership models adopted by schools, and student responses to standardised testing, followed by a consideration of one methodological approach adopted in Texas. The concluding chapters draw implications from the research. Common issues are identified, such as concerns that accountability standards have led to 'teaching to the test', thereby narrowing education, and the 'de-emphasising of untested subjects such as music'. (Adapted from review by Franz Riffert in Journal of Educational Thought, no 3, 2005.) 

Informed by recent research, the book outlines teaching strategies designed to support brain-compatible learning. The authors seek to outline why some approaches to teaching are more successful than others, and how different teaching approaches can be used in line with demands for increasing accountability. The book focuses on the instructional practices that can help students meet increased expectations, set in tests or by official standards. Written for educators, administrators, curriculum planners, staff development trainers and teacher educators, the book includes examples of learning strategies suggested by practising teachers. (Adapted from publisher's and distributor's description.)