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Informationen zum Autor John Gardner is a Professor of Education and Senior Deputy Principal of the University of Stirling! UK. His research interests include policy and practice in all sectors of education! particularly in relation to assessment. He has over 120 academic publications and has authored or co-authored seven books! including the most recent editorship of the four-volume Assessment in Education (2014). From 1994-2010! he was a member of the globally influential Assessment Reform Group! and he is currently a visiting professor at the Oxford University Centre for Educational Assessment. He is a fellow of the Chartered Institute of Educational Assessors! and a fellow of the Academy of Social Sciences. In 2011! he completed a two year term as President of the British Educational Research Association! and from 2011-2014! he was a member of the Education panel of the Research Excellence Framework! REF2014. Zusammenfassung This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. It was originally published as a special issue of the Oxford Review of Education. Inhaltsverzeichnis Introduction 1. Intelligent accountability in education 2. Perceptions of trust in public examinations 3. Towards improving public understanding of judgement practice in standards-referenced assessment: an Australian perspective 4. The public understanding of assessment in educational reform in the United States 5. The public understanding of error in educational assessment 6. Ofqual’s Reliability Programme: a case study exploring the potential to improve public understanding and confidence 7. Communication strategies for enhancing qualification users’ understanding of educational assessment: recommendations from other public interest fields 8. Misleading the public understanding of assessment: wilful or wrongful interpretation by government and media 9. Media roles in influencing the public understanding of educational assessment issues ...
