Owing to daily work pressures and concerns, many teachers have little opportunity for considering and furthering their understanding of different issues surrounding assessment. Written in a user-friendly, jargon-free style, this text provides the reader with points of growth or change in the field of assessment. Each chapter in the text ends with a section on questions/exercises and further reading.

Owing to daily work pressures and concerns, many teachers have little opportunity for considering and furthering their understanding of different issues surrounding assessment. Written in a user-friendly, jargon-free style, this text provides the reader with points of growth or change in the field of assessment. Each chapter in the text ends with a section on questions/exercises and further reading.

This unique book provides the reader with a mini-library of over one hundred readings containing: --both classic and contemporary readings--international contributors--material drawn from books and journalsAn essential reference resource in its own right, Readings for Reflective Teaching also contains numerous cross-references to Andrew Pollards Reflective Teaching.

This edited book presents an array of approaches on how human factors theory and research addresses the challenges associated with combat identification. Special emphasis is placed on reducing human error that leads to fratricide, which is the unintentional death or injury of friendly personnel by friendly weapons during an enemy engagement. Although fratricide has been a concern since humans first engaged in combat operations, it gained prominence during the Persian Gulf War. To reduce fratricide, advances in technological approaches to enhance combat identification (e.g., Blue Force Tracker) should be coupled with the application of human factors principles to reduce human error. The book brings together a diverse group of authors from academic and military researchers to government contractors and commercial developers to provide a single volume with broad appeal. Human Factors Issues in Combat Identification is intended for the larger human factors community within academia, the military and other organizations that work with the military such as government contractors and commercial developers as well as others interested in combat identification issues including military personnel and policy makers.

This book examines, through case studies of elementary and secondary schools, how five schools have developed “authentic,” performance-based assessments of students’ learning, and how this work has interacted with and influenced the teaching and learning experiences students encounter in school. This important and timely book reveals the changing dynamics of classroom life as it moves from more traditional pedagogy to one that asks students to master intellectual and practical skills that are eminently transferable to “real-life” social settings and workplaces. “The issue of assessment comes first, but we see in the following case studies how it becomes powerfully enveloped in the processes of learning and teaching, of informing students, teachers, parents, and others of ‘how the children are doing.’ The portraits explicitly and implicitly suggest a deep, fair, and defensible way to answer the question ‘How’m I doing?’ in a manner that helps this child and eventually every child.” —From the Foreword by Theodore R. Sizer “Informative and thought provoking.” —American Journal of Education