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124 books match the query 'Learning' and 3 start with r

cover of Rearticulating Writing Assessment for Teaching and Learning

Rearticulating Writing Assessment for Teaching and Learning

Brian Huot

Utah State University Press, 2002

Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.

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cover of Reframing Writing Assessment to Improve Teaching and Learning

Reframing Writing Assessment to Improve Teaching and Learning

Linda Adler-Kassner

Utah State University Press, 2010

Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate.

Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement.

            Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

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cover of Rethinking Class Size: The Complex Story of Impact on Teaching and Learning

Rethinking Class Size

The Complex Story of Impact on Teaching and Learning

Peter Blatchford and Anthony Russell

University College London, 2020

The debate over whether class size matters for teaching and learning is one of the most enduring—and aggressive—in education research. Teachers often insist that small classes benefit their work, but many experts argue that evidence from research shows class size has little impact on pupil outcomes, and therefore does not matter. That dominant view has informed international policymaking. In Rethinking Class Size, the lead researchers on the world’s biggest study into class size effects present a counterargument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and they conclude that class size matters very much indeed.
 
Drawing on twenty years of systematic classroom observations, surveys of practitioners, detailed case studies, and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it can have a significant impact on interconnections within classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is felt everywhere.
 
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