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Designing inclusive assessment in schools : a guide to disciplinary and interdisciplinary practice
Title
Designing inclusive assessment in schools : a guide to disciplinary and interdisciplinary practice / edited by James P. Davis, Sarah Adams, Catherine Challen and Theresa Bourke.
ISBN
1003463185
1040175619
1040175627
9781003463184
9781040175613
9781040175620
103272871X
1032728736
9781032728711
9781032728735
Publication
New York : Routledge, 2025.
Physical Description
1 online resource
Local Notes
Access is available to the Yale community.
Notes
"Written by teachers and teacher educators, this book presents practice-focused ideas and provocative questions to help teachers plan for inclusive curriculum and assessment within key learning areas in school education. Providing content on specific disciplines including geography, history, mathematics, science, English and the Arts, this book supports teachers with hands-on examples for creating inclusive assessment practices in schools. There are additional sections on interdisciplinary perspectives delivering practical strategies for assessing students who use English as an additional language, being inclusive in relation to gender and sexual diversity, using a variety of technologies to promote inclusivity and applying inclusive assessment in rural, regional and remote contexts. Each chapter is designed around problems encountered by teachers, practical responses and recommendations for practice. The authors address Australian Indigenous perspectives, gender and diversity, rural and remote school systems, and translanguaging for multicultural contexts. Engaging and easy to read, this book is essential reading for pre- and in-service teachers seeking to make an impactful contribution to inclusive education in their classrooms"-- Provided by publisher.
Description based on print version record and CIP data provided by publisher; resource not viewed.
Access and use
Access restricted by licensing agreement.
Biographical / Historical Note
James P. Davis is an Associate Professor in STEM and Entrepreneurial Education, Academic Lead Engagement (Research) in the School of Teacher Education and Leadership, as well as the Lead for the QUT STEM Education Research Group. James is also a former Program Leader for Engagement and Learning in the QUT Centre for Inclusive Education, and a current executive committee member of the Australian Teacher Education Association (ATEA). Sarah Adams is a Lecturer in Geography Education, School of Teacher Education and Leadership, Queensland University of Technology, Australia. Catherine Challen is a Senior Lecturer in Maths Education, School of Teacher Education and Leadership, Queensland University of Technology, Australia. Theresa Bourke is a Professor and Head of School at the Queensland University of Technology, Australia. She is the current President of the Australian Teacher Education Association (ATEA).
Summary
Written by teachers and teacher educators, this book presents practice-focused ideas and provocative questions to help teachers plan for inclusive curriculum and assessment within key learning areas in school education. Providing content on specific disciplines including geography, history, mathematics, science, English, and the Arts, this book supports teachers with hands-on examples for creating inclusive assessment practices in schools. There are additional sections on interdisciplinary perspectives delivering practical strategies for assessing students who use English as an additional language, being inclusive in relation to gender and sexual diversity, using a variety of technologies to promote inclusivity, and applying inclusive assessment in rural, regional, and remote contexts. Each chapter is designed around problems encountered by teachers, practical responses, and recommendations for practice. The authors address Australian Indigenous perspectives, gender and diversity, rural and remote school systems, and translanguaging for multicultural contexts. Engaging and easy to read, this book is essential reading for pre- and in-service teachers seeking to make an impactful contribution to inclusive education in their classrooms.
Variant and related titles
Taylor & Francis. EBA 2024-2025.
Other formats
Print version: Designing inclusive assessment in schools New York : Routledge, 2025
Format
Books / Online
Language
English
Added to Catalog
October 22, 2024
Bibliography
Includes bibliographical references and index.
Contents
Part I
Disciplinary practices
Unlocking history for all: Achieving inclusivity in the history classroom through
Assessment for Learning (AfL) / Deborah Henderson, Danielle Gordon and Mark Mather
Designing inclusive Assessment for Learning in English Language Arts / Julie Arnold and Michael Holden
Daily discourse: Empowering every student in mathematics through Assessment for Learning / Catherine Challen and Sarah Strong
Supporting children's spatial understanding through technology: The importance of dialogical exchange analysed through inclusive research / Francesca Granone and Glenn Knudsen
A place for all: Inclusive practices in arts assessment / Tricia Clark-Fookes
Learning and assessment in school science: Assistive technologies for diverse learners / Nicholas K. Teh and James P. Davis
Inclusive practice and geographical assessment: Practical tips to increase task accessibility / Sarah Adams, Theresa Bourke, Reece Mills and Ashlee Drew
Part II
Interdisciplinary practices
Indigenous perspectives in assessment: Applying a place-based approach / Danielle Armour, Antoinette Cole, Amy Thomson, Daniel Kiwa McKinnon, Ren Perkins and Marnee Shay
Queer(y)ing primary assessment: Bodies, genders, and sexuality diversity
Lisa van Leent and Michelle Jeffries
Embracing translanguaging in designing inclusive assessments with learners of English as an additional language or dialect / Ronan Kelly and Maria Stewart
Spotlighting rural and remote inclusive assessment: Systemic perspectives from the field / Sarah James and Tracey Sempowicz
Part III
Future practice
Inclusive classroom assessment and social justice / Karen Dooley, Annette Woods and Martin Mills.
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