Routledge Digital Disruption in Teaching and Testing: Assessments, Big Data, and the Transformation of Schooling (Critical Social Thought)

This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. Review State of the art papers by the leading researchers in field of digital education are included in this volume. The collection explores how the meaning and experience of education are being changed by the EdTech disruption. The insights offered are research based, critically relevant and of urgent significance for anyone interested in the future of teaching and learning. Professor Stephen Ball Emeritus Distinguished Professor, Institute of Education, University College London What teachers traditionally needed to master -- curriculum, pedagogy and assessment – has now come under siege by the new realities of datafication and digitalization. Addressing both researchers and practitioners, the authors of this book brilliantly analyze these trends and show that digital learning assessments require from teachers a special kind of data literacy to inform reflective practice for improving student learning. Professor Gita Steiner-Khamsi, Teachers College, Columbia University, New York and Director of NORRAG, the global network for international policies and cooperation in education and training Much policy discussion in education is parochial, within the profession and with little account of parallel developments in other domains. On educational assessment, much practice is even more parochial, sometimes based on a claim that little of value can be known by other than the students’ teachers. The value of this book lies in the scope that Wyatt-Smith, Lingard and Heck conceived for it and in the breadth of perspectives and experiences in education and in industry of the chapter authors whom they recruited. The book describes emerging developments and provides challenging and forward-looking insights. Emeritus Professor Barry McGaw Former Director for Education, OECD About the Author Claire Wyatt-Smith is Professor of Assessment and Literacy. She is the Director of the Institute for Learning Sciences & Teacher Education at the Australian Catholic University. Bob Lingard is a Professorial Fellow at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University and Emeritus Professor of Education at the University of Queensland. Elizabeth Heck is a Research Assistant at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.