Search Results

This chapter presents thirty-nine separate assessment techniques, selected following a series of reviews of the sixty-four techniques submitted for consideration. Each technique is set out in a structured way to allow easy reading, and includes procedures, student comments, and suggestions for how the technique can be used in different contexts. Each technique has been chosen because it clearly supports student learning and can be adapted by other academics in a range of disciplines and teaching contexts.

Chapter 2 focuses on the assessment practices in Hong Kong. It gives an overview of the historical assessment system in Hong Kong. In recent years, there has been a call from the Hong Kong SAR government that schools should not only focus on measuring learning outcomes but also employ assessment to support learning. This chapter presents the assessment reform initiated by the government, including Basic Competency Assessment (BCA) and school-based assessment (SBA) and other related issues. Some discussion has been focused on the challenges of the assessment reform, the roles of teachers in assessment, and the types of actions teachers need to take to link assessment with learning.

In Chapter 10, three school cases are included with the aim of deepening teachers’ understanding of assessment for learning. There are two main parts in this chapter. The first part concerns the assessment practices of the three project schools, followed by a deep-thinking section for teachers to link theory to practice. The second part describes the assessment practices of the three teachers working at the three different project schools.

This chapter provides an overview of how the Scottish Information Commissioner evaluates the country’s public authorities in terms of dealing with complaints from applicants requesting for information. The Commissioner may assess whether a public authority is following good practice; if not, he may give it a practice recommendation. An authority that fails to comply with the provisions in the Freedom of Information (Scotland) Act 2002 (FOISA), such as not responding on time or failing to inform the applicant of the right of appeal, may be cited in the decision notice, even if the authority is not required to take any action in respect of that specific failure. In such cases, the Commissioner may conduct ‘technical investigations’ and require the authority to remedy the failing by complying with the request for information. The revised Code of Practice includes good practice guidance on both FOISA and the Environmental Information Regulations. This chapter discusses the Commissioner’s programme of practice assessments, or performance audits, of public authorities.

This chapter considers the issue of how social work programmes can best support students deemed marginal or identified as at risk of failing. Integrity is defined using three Maori words meaning ‘to be right, to take the right action and to always do it with genuineness and heart’ (Appleton, 2010: 82). Using the lens of ‘integrity’ as a conceptual focus, the chapter addresses the context in which ‘fitness to practise’ is determined, together with the processes by which schools of social work may identify, support and manage issues of competence and practice standards. The chapter concludes that such processes are relationally based and supported by assessment practices that in turn demonstrate integrity through the evaluation and development of a student’s knowledge, skills and values. Responsibility for passing or failing marginal students is shared between academic educators, host agencies, the professional staff they appoint as supervisors and most of all by students themselves. Questions that practice educators may use to determine the extent of concerns and options for resolution are applied to a case study while some typical vignettes are offered for the reader to explore.

This chapter discusses Turkey’s public procurement regime. Turkey is not a member of the WTO Agreement on Government Procurement (GPA) but is an EU accession candidate country, and as such will be required to have a procurement regime that conforms to EU norms and regulations. It is unclear if and when Turkey will accede to the EU, however, and as discussed in this chapter the extent of convergence to the EU Acquis has been limited in a number of important areas. The chapter begins with a summary of the main characteristics of the Turkish public procurement system, followed by an economic assessment of Turkey’s government procurement practices. The chapter then analyzes how successful the Turkish public procurement regime has been in achieving value for money goals and reducing discrimination against foreign bidders.