A. EL CÁNCER DE MAMA TEMPRANO
A.4 Estadificación
The assessment framework must integrate identified applicable innovative practices and curriculum interventions, improving modalities of assessment, continuous professional development of teachers, and development of learning communities engaged in improving assessment practices.
improvement Strategies, innovative Solutions, Future Challenges,
and Funding Support in Assessment of Learning outcomes in the region
65
Reforms must also include the participation of public and private sectors—both recipients and beneficiaries of a high-quality assessment system—including the vertical collaboration of schools from primary to higher education.
Lastly, the use of ICT in the assessment process must be an integral part of the assessment framework, not only to ensure efficiency but to improve the entire assessment process, including test development, item banking, scoring, and reporting and dissemination of results.
reFerenCeS
Adelaide Declaration on National Goals for Schooling in the Twenty-First Century. http:// www.scseec.edu.au/archive/Publications/Publications-archive/The-Adelaide- Declaration.aspx.
Allen, M. J. 2006. Assessing General Education Programs. Bolton, Massachusetts: Anker Publishing Company.
Arthur E. Wise, Linda Darling-Hammond, Milbrey W. McLaughlin and Harriet T.
Bernstein.1985. Teacher Evaluation: A Study of Effective Practices. The Elementary School Journal Vol. 86, No. 1, Special Issue: The Master Teacher (Sep., 1985), pp. 60-121
Asian Development Bank (ADB). 2013. Quality of Primary Education in the North Pacific. Technical assistance report. Manila.
Australian Council for Education Research. 2015. South-East Asia Primary Learning Metric: Assessment Framework. Bangkok.
Bodewig, C. 2013. What Explains the Stunning Performance in PISA 2012? Asia & Pacific on the rise (blog). The World Bank. http://blogs.worldbank.org/eastasiapacific/what- explains-vietnam-s-stunning-performance-pisa-2012.
Buddhist and Pali University of Sri Lanka. http://www.bpu.ac.lk/.
Darling-Hammond, L., and A. E. Wise. 1985. Beyond Standardization: State Standards and School Improvement. Elementary School Journal. 85 (3). pp. 315–336.
Department for International Development of the United Kingdom. 2011. Guidance Note: A DFID Practice Paper. https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/67619/nat-int-assess-stdnt-ach.pdf.
Earl, L., and S. Katz. 2006. Rethinking Classroom Assessment with Purpose in Mind. Western and Northern Canadian Protocol for Collaboration in Education. https://www.wncp. ca/media/40539/rethink.pdf.
Finnish National Board of Education. 2010. Education. www.oph.fi/English/education. Glickman, C. D., S. P. Gordon, and J. M. Ross-Gordon. 2009. Supervision and Instructional
Leadership: A Developmental Approach. Boston: Allyn & Bacon.
Gonzales, R. D. L. C., and C. M. Callueng. 2014. Classroom Assessment Practices of Filipino Teachers: Measurement and Impact of Professional Development. In C. Magno and M. J. Gaerlan, eds. Essentials on Counseling and Education: A Festchrift of Prof. Rose Marie Salazar-Clemena. Manila: Asian Psychological Services and Assessment (APSA). pp. 220–242.
Gonzales, R. D. L. C., and C. G. Fuggan. 2012. Exploring the Psychometric and Conceptual Properties of Classroom Assessment. The International Journal of Educational and Psychological Assessment. 9 (2). pp. 45–60.
Government of Samoa, Ministry of Education, Sports and Culture. 2010. Samoa National School Assessment Policy Framework. Apia.
Government of Sri Lanka, Ministry of Education. 2008. Secondary Education Modernization Project II. Colombo.
Harlen, W. 2007. Assessment of Learning. London: Sage Publications.
Harris, D., and C. Bell. 1990. Evaluating and Assessment for Learning. London: Kogan Page. Henrichson, K. A. 2012. Assessment in Finland: A Scholarly Reflection of One Country’s Use of Formative, Summative and Evaluative Practices. Mid-Western Educational Researcher. 25 (1–2). pp. 33–43.
Heron, J. 1981. Assessment Revisited. In D. J. Boud, ed. Developing Student Autonomy in Learning. London: Kogan Page.
Hill, P. 2010. Asia-Pacific Secondary Education System Review Series No. 1: Examination Systems. Bangkok: UNESCO.
Ho, E. S. 2013. Asia-Pacific Education System Review Series No. 5: Student Learning Assessment. Bangkok: UNESCO.
Huba, M. E., and J. E. Freed. 2000. Learner-centered Assessment on College Campuses: Shifting the Focus from Teaching and Learning. Boston: Allyn & Bacon.
Jones, S., and H. Tanner. 2008. Assessment: A Practical Guide to Secondary Teachers (Second Edition). London: Continuum.
Keeves, J. P. 1995. The World of School Learning: Selected Key Findings from 35 Years of IEA Research. The Hague: International Association for the Evaluation of Education Achievement.
Kellaghan, T., and V. Greaney. 2004. Assessing Student Learning in Africa. Washington, DC: The World Bank.
Kotalawala Defense University. http://www.kdu.ac.lk/.
Metler, C. A. 2009. Teachers’ Assessment Knowledge and Their Perception of the Impact of Classroom Assessment Professional Development. Improving Schools. 12 (2). pp. 101–113.
Mowl, G. n.d. Innovative Student Assessments: What’s the Point? Red Guides Paper. No. 17. https://www.northumbria.ac.uk/static/5007/arpdt/academy/redguide17.pdf
National Curriculum and Textbook Board, Curriculum Development Unit. 2012. A Study on SBA System Report. Dhaka, Bangladesh.
Postlewaite, T. N., and T. Kellaghan. 2008. National Assessment of Educational
Achievement. Education Policy Series. No. 9. Paris: UNESCO, International Institute for Educational Planning; and Brussels: International Academy of Education. Schleicher, A. 2010. International Evaluations. In Y.J. Ni and N. Griffin, eds. International
Encyclopedia of Education: Educational Evaluation. UK: Elsevier. pp. 681–689. Shrestha, P. 2014. Alternative Assessment Approaches in Primary English Language
Classrooms. Journal of NELTA.
references
69
Stiggins, R. J., J. A. Arter, J. Chappuis, and S. Chappuis. 2004. Classroom Assessment for Student Learning: Doing It Right—Using It Well. Portland, Oregon: Assessment Training Institute.
Teacher Evaluation: A Study of Effective. Practices. Arthur E. Wise. Linda Darling- Hammond. Milbrey W. McLaughlin. Harriet T. Bernstein. Rand Corporation. Washington, DC. The Elementary School Journal. Volume 86, Number I ? 1985 by The University of Chicago.
University of Vocational Technology (UNIVOTEC). http://www.univotec.ac.lk/.
Vardar, E. 2010. Sixth, Seventh, and Eighth Grade Teachers’ Conception of Assessment. Unpublished master’s thesis. Graduate School of Social Sciences, Middle East Technical University, Ankarra.
Walvoord, B. E. 2004. Assessment Clear and Simple. San Francisco: Jossey-Bass. Zhicheng Zhang and Judith A. Burry-Stock. 2003. Classroom Assessment Practices
and Teachers’ Self-Perceived Assessment Skills. APPLIED MEASUREMENT IN EDUCATION, 16(4), 323–342, Lawrence Erlbaum Associates, Inc.