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2010 - ISME World Conference and Commission Seminars Words: 372 words || 
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1. Wong, Marina. "Assessment for Learning: Music Teachers' Self-reported Assessment Practices and Perceptions of Assessment Modes" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p397464_index.html>
Publication Type: Spoken Paper
Review Method: Peer Reviewed
Abstract: To couple with education reform in Hong Kong, assessment for learning is a novel area for music teachers in Hong Kong. Implementing assessment for learning, as in the case of implementing any new teaching approach, requires teacher effort and willingness to take risks. Teacher perception is one of the most critical factors to determine whether the effects of educational change could be successful and sustainable. Teachers construct pedagogical content knowledge acquired through training and experience related to subject matter and teaching methods. Lack of familiarity and experience in assessment for learning may result in problems of teachers’ manageability of assessment and develop negative perception for assessment. Teacher perception on assessment for learning may affect their willingness to implement it. As little or no extant research found to have investigated music teacher perception of assessment for learning, this study can contribute to this area of music education.

This study investigated the relationship between secondary school music teachers’ self-reported assessment practices and their perceptions of assessment modes according assessment for learning. A survey questionnaire was used to investigate music teachers’ self-reported assessment practices and their perception of assessment modes of assessment for learning. The content of the questionnaire was derived from an analysis of the Music Curriculum Guide (2003) of Hong Kong SAR, which reflected the direction for curriculum and assessment reform in Hong Kong. The survey consisted of three areas: qualifications and teaching experience; self-reported assessment practice; and perception of the appropriateness and ease of using assessment modes. Twenty percent of the secondary schools in Hong Kong were randomly selected. Teachers filled out the self-report survey and returned anonymously by stamped self-addressed envelopes. Correlations between teachers’ self-reported assessment practice and their perception of assessment modes were calculated.

Positive correlations were found between music teachers’ self-reported assessment practices and their perceptions of the appropriateness and ease of using the assessment modes advocated in the curriculum guide. The findings of this study can inform policy makers, teacher education institutions, and school administrators on teachers’ perception of assessment modes of assessment for learning. Appropriate support of professional development for music teachers to familiarize them with the assessment modes might help secondary music teachers to implement assessment for learning more readily and successfully in their classroom teaching.

2010 - Theory vs. Policy? Connecting Scholars and Practitioners Pages: 18 pages || Words: 4382 words || 
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2. Edquist, Kristin. "Assessing Assessment: The WHO Assessment Instrument for Mental Health Systems" Paper presented at the annual meeting of the Theory vs. Policy? Connecting Scholars and Practitioners, New Orleans Hilton Riverside Hotel, The Loews New Orleans Hotel, New Orleans, LA, Feb 17, 2010 Online <APPLICATION/PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p413552_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The World Health Organization recently has initiated a program for assessing lower- and middle-income countries’ (LMICs) mental health systems, called the Assessment Instrument for Mental Health Systems (WHO-AIMS). In this program, state governments are

2008 - International Congress for Conservation Biology Words: 204 words || 
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3. Wyatt, Sarah. "ASSESSING ASSESSMENTS: UNDERSTANDING THE COSTS AND BENEFITS OF GLOBAL BIODIVERSITY ASSESSMENTS" Paper presented at the annual meeting of the International Congress for Conservation Biology, Convention Center, Chattanooga, TN, Jul 10, 2008 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p244130_index.html>
Publication Type: Abstract
Abstract: The IUCN Red List of Threatened Species is the internationally accepted standard for evaluating species conservation status. Since 2001, the process of collecting, evaluating, and refining the information that is the basis of the IUCN Red List has increasingly been undertaken through expert-driven global assessments of entire taxonomic/ecological groups. These global biodiversity assessments, implemented via central coordination and regional workshops, represent a significant investment of financial resources, time, and effort. For example, the Global Amphibian Assessment, completed in 2004, assessed ~6,000 species in 3 years and cost ~$2m. The current Global Marine Species Assessment will assess ~20,000 species and cost ~$10m. To date, the costs and benefits of these ongoing assessments have not been systematically assessed relative to the claim that they maximize use of resources for growing the Red List. Understanding the costs requires accounting for workshop expenses, staff time, and expert volunteer effort. The assessment process is clearly beneficial for conservation planning and leveraging funding; the benefits for capacity building, developing biodiversity indicators, informing environmental impact assessments and stimulating research are evident, but more difficult to quantify. Global biodiversity assessments can be better designed by improving knowledge of their costs and benefits and the relationships between scientific process and conservation practice.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 198 words || 
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4. Piper, Benjamin. "Assessing the assessment: Early grade mathematics assessment reliability and validity" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p493857_index.html>
Publication Type: Panel Paper
Abstract: The purpose of this paper is to report findings from validity and reliability studies of Early Grade Mathematics Assessment (EGMA). The EGMA has been implemented in four developing countries to date (Kenya, Liberia, Democratic Republic of Congo, and Malawi), and will be used in a number of additional countries within the next year. These early experiences with the EGMA provide researchers with the opportunity to investigate and assess the technical adequacy of the instrument across a variety of metrics, and to use the results from these analyses to refine the assessment further. The purpose of this presentation is to share the results of a variety of reliability and validity tests and describe ways that those findings dovetail to provide clear direction for the improvement of the instrument. A number of analyses were undertaken to examine the technical quality of the assessment, and the information gained is being used to refine the instrument further. These analyses will be described and the way in which the results have informed instrument development, and can continue to inform refinement, will be presented. In addition, the role of administration factors, such as inter-rater reliability and face validity, will be discussed.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 561 words || 
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5. Ahsan, Sumera. "Classroom Assessment Culture in Urban Secondary Schools in Bangladesh: ‘Assessment of Learning’ or ‘Assessment for Learning’?" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p635982_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Research shows that classroom assessment has greater influence to promote students’ learning compared to summative assessment (also known as ‘assessment of learning’) and so referred as ‘assessment for learning’. The global trend to emphasis ‘assessment for learning’ actually puts importance on classroom assessment. The reform in assessment and evaluation system is a recent phenomenon all over the globe, as it is linked to quality learning and education. However Bangladesh government is also trying to improve the evaluation system by reforming the evaluation and assessment system, which ultimately is linked to quality education. By introducing the Primary completion exam at the end of primary cycle, junior certificate exam at the end of grade eight, creative questions in the public examination to eradicate rote learning, School Based Assessment at secondary level, government shows the will to reform the evaluation and assessment system which was not in a satisfactory condition for several reasons. However, there is no empirical research to reveal the nature of classroom assessment which is very crucial not only because of the global trends but also as an initiative to help the recent reforms in assessment system. The aim of this study was to explore the assessment culture practiced in the secondary level classrooms. It also revealed: where does this culture fall in the continuum where the two extreme polls are ‘Assessment of Learning’ and ‘Assessment for Learning’. The culture refers the overall environment; responses and reactions of teachers and students inside the classroom during the assessment activities. I used “non-participant observation” as the primary method of collecting data. In total I observed 48 science classes in 8 selected schools, which had been located within the Dhaka city. Field note was the main tool to collect data along with theoretical notes to include emergent trends, hypotheses and categories. Data have been analyzed in terms of main ‘themes’ and/ or ‘patterns’ as emerged from the data. I found that the mostly used technique and the second most time consuming activity for assessing the students’ learning in the classroom was asking questions to the students, along with class works and class tests. But the classroom questioning was a one-way, teacher dominated process, which was an isolated activity, not integrated with the whole classroom teaching learning practice. Teachers asked mostly closed, subject-centered, knowledge seeking questions, which lacked a logical sequence. The main purpose of questioning was measuring students’ knowledge and in some cases to use as a mean of punishment. The students’ reaction toward the classroom assessment was usually fearful and insecure. Students showed their interest to respond to the motivational or real life related questions rather than questions, which aim to assess the previously taught knowledge. Feedback in the classroom was mainly evaluative, rather than descriptive. I also found that the assessment culture produced a Privileged and deprived groups, and some prejudicial concepts about the students of these groups. So the culture of classroom assessment goes very much towards the pole ‘Assessment of Learning’, rather than ‘Assessment for Learning’. I hope this revealed scenario of classroom assessment would not only help to have some idea for policy direction regarding assessment reform in Bangladesh, but also give an insight about the typical assessment practice in a developing country where the quality education is still a major issue. By seeing this picture, it would also be possible to visualize its comparative status in the world.

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