Offering a valuable introduction to those beginning their journey into educational assessment, this book provides both teachers and students insights into the challenging world of designing, implementing, and interpreting classroom assessments.

School-based assessments are essential in planning for quality teaching and learning, but getting assessments "right" can be a challenging task for teachers, especially those who are new to the profession. It is exacerbated by the fact that because learners often experience assessment last in the lesson cycle, it is also the last consideration in teachers' minds. This text is divided into four sections: (a) "Foundations of Assessment", (b) "Assessment Design and Development", (c) "Approaches to Formative Assessment", and (d) "Sustainable Assessment for the Future". By the end of the book, readers will have a solid understanding of classroom assessment practices and be equipped to design and implement assessments that support student learning, promote equity and inclusion, and take into account the important psychosocial aspects of assessment (e.g. how it impacts students' well-being).

It is a must read for trainee teachers, education policymakers, and in-service teachers looking to freshen their knowledge of the latest educational assessment innovations.

Autorentext

Kah Loong Chue is a Senior Lecturer at the Psychology, Child & Human Development Department in the National Institute of Education, Nanyang Technological University, Singapore. His research interests include assessment, student well-being, and motivation. He teaches mainly assessment courses in the university.

Amelia Yeo is an Assistant Professor at the Psychology, Child & Human Development Department in the National Institute of Education, Nanyang Technological University, Singapore. Her research interests and publications centre on the effect of gesture and embodiment in learning and communication.

Kelvin Heng Kiat Tan is an Associate Professor in the Department of Learning Sciences and Assessment at the National Institute of Education, Nanyang Technological University, Singapore. He is one of the series editors for the Routledge book series Assessment in Schools: Principles in Practice.

Tay Hui Yong is a Senior Lecturer in the Department of Learning Sciences and Assessment at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include self-regulated learning, authentic assessment, assessment Leadership, assessment for learning and more recently, technology in assessment.