04951cam a22003618i 450000100090000000300050000900500170001400800410003101000170007202000310008904000290012004200080014905000240015708200220018124501260020325000190032926300090034826400570035730000310041433600260044533700280047133800270049949000350052650400510056150526510061252010170326365000400428065000140432065000440433470000290437870000240440777601580443121916096CSPC20251006150301.0210225s2022    enk      b    001 0 eng    a  2021007950  a9780367509989q(paperback)  aDLCbengerdacDLCdCSPC  apcc00aLB3051b.A6667 202200a371.26bAs74322300aAssessment as learning :bmaximising opportunities for student learning and achievement /cedited by Zi Yan and Lan Yang.  aFirst edition.  a2108 1aAbingdon, Oxon ;aNew York, NY :bRoutledge, c2022.  axviii, 279 pages ;c23 cm.  atextbtxt2rdacontent  aunmediatedbn2rdamedia  avolumebnc2rdacarrier0 aAsia-Europe education dialogue  aIncludes bibliographical references and index.0 aAssessment-as-learning in the global assessment reforms / Zi Yan and Lan Yang -- Part I -- Revisiting assessment-as-learning from new perspectives -- Conceptualising assessment-as-learning / Zi Yan and David Boud -- Assessment-as-learning for the development of students' evaluative judgement / David Boud -- Assessments cause and contribute to learning : If only we let them / Gavin T. L. Brown -- The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback / Lan Yang -- Part II -- Meeting the challenge of implementation -- Interplay between students' perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback : a qualitative interpretation / Min Yang, Lan Yang and Baoru Song -- Designing nested tasks to facilitate students' mega-cognitive development : assessment-as-learning practice from two award-winning university teachers / Jing Wang and Yueting Xu -- Dancing with chains : how does assessment-as-learning fit in China? / Hongling Lao and Zi Yan -- Fostering student evaluative judgement through assessment-as-learning in tertiary english language classroom / Yangyu Xiao and Jiahe Gu -- The conceptualisation of student self-assessment literacy : a case study of Chinese undergraduates / Wuyuan Guo, Yichao Huangand Zi Yan -- Assessment-as-learning through the lens of self-regulated learning : the role of normative competence / Ser Hong Tan, Gregory Arief D. Liem and Joyce S. Pang -- Involved and autonomy-supportive teachers make reflective students : linking need-supportive teacher practices to student self-assessment practices / Norman B. Mendoza and Zi Yan -- Changing external feedback to learning opportunities : a study on Filipino university students' feedback orientation -- Cherry E. Frondozo and Lan Yang -- Harnessing the learning potential of feedback : dedicated improvement and reflection time (DIRT) in classroom practice / Naomi E. Winstone and Neil T. Winstone -- Synchronous self-assessment : assessment from the other side of the mirror / Ana Remesal -- Supporting quality of learning by letting students give their own grades -an innovative self-assessment model in university mathematics / Jokke Häsä, Johanna Rämö and Juuso Henrik Nieminen -- Supporting students to use assessment-as-learning / Beverley Booth, Mary F. Hill and Helen Dixon -- The reciprocal nature of assessment-as-learning and feedback literacy : case studies from higher education in Australia / Joanna Tai, Christine Contessotto, Janine McBurnie, Kelli Nicola-Richmond and Petra Brown.  a"Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts. This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes). Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education"--cProvided by publisher. 0aEducational tests and measurements. 0aLearning. 0aEducation, HigherxAims and objectives.1 aYan, Zi,d1979-eeditor.1 aYang, Lan,eeditor.08iOnline version:tAssessment as learningbFirst edition.dLondon ; New York, NY : Routledge, Taylor & Francis Group, 2022z9781003052081w(DLC) 2021007951