by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge. To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself withthe master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

The knowledge-creating company

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The New Meaning Of Educational Change

Discourse in the Novel

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.

https://eprints.qut.edu.au/58342/3/58342.pdf

Conceptualising teachers' assessment literacies in an era of curriculum and assessment reform

Formative assessment including feedback to students on their learning is widely recognized as an effective means to support student learning. Research has found that the potential of formative assessment in improving student learning is often not fully realized in classroom practice. IT provides a possible solution for overcoming some of the obstacles when implementing formative assessment. This chapter reviews various ways in which IT has been used in formative assessment, focusing specifically on digital learning environments, game-based assessment, classroom response systems, Web 2.0, and video feedback. The results suggest that using IT as a platform for feedback provides opportunity to individualize feedback, increase student engagement, collect learning evidence for all students, facilitate reflective processes, and support self-regulated learning. Reported potential challenges to the utilization of IT include time restrictions, limited response formats, technical difficulties, access to evidence of student learning for teachers, and teacher knowledge and skills. One key finding is that although innovations in technology have evolved considerably, many promising possibilities are not yet being exploited for the purpose of formative assessment. Most importantly, research demonstrates that not the technologies themselves, but the ways in which they are used impact on their formative potential. Bringing together IT and formative assessment may open up the potential for moving from convergent forms of feedback to more open, divergent feedback practices.

Formative assessment and feedback using information technology

A meta-review of the student role in feedback

Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Teacher Education, Learning Innovation and Accountability.

Free to read copy available from publisher website via link above Abstract Internationally, notions of assessment usually conjure up images of tests conducted in formal examination conditions, and of large-scale assessments that enable national and international comparisons. Student and teacher perspectives on what counts as valuable learning, and what assessment measures count as valid are rarely represented as evidence of quality learning in this highly political and historical construct of assessment. Classrooms, as sites of learning, are increasingly driven by systemic imperatives, and regulated by the collection of data, where teachers and students are held to account through observations and audits. Assessment is exteriorised as a performance within cultures of surveillance and risk management (Page 2017). Within these performative cultures, historically and in current times, students have been the objects of assessment processes with teachers or external testing bodies controlling the field of evaluation and judgement. In the past half century, amid a call to link assessment and learning, the focus of classroom assessment practices has shifted from purely summative to a continuum of summative-formative, aiming to both judge and improve learning, and to give greater consideration to the social and cultural patterns in informal as well as formal assessment interactions.

/pdf/diverse-perspectives-on-student-agency-in-classroom-xx2bxq9vu2.pdf

Diverse perspectives on student agency in classroom assessment

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