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"Reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current overview of the state and art of student assessment. Key questions are posed about assessment and critical challenges are presented along with sound evidence-based solutions. Student assessment is analyzed in terms of its relationship with classroom instructional practices and large-scale testing programs. Formative and summative assessments are compared and contrasted. The role of psychological assessment in informing classroom practices is profiled along with the need for student voice in fair assessment practices."

"Diskusi pertama kelompok tutorial merupakan sesi paling penting yang menentukan pola dan dinamika kelompok dalam berdiskusi. Pada sesi ini dibutuhkan partisipasi aktif dan kemampuan kepemimpinan (leadership) dari fasilitator dalam memfasilitasi proses tutorial, maka perlu dilakukan penelitian untuk menyelidiki preferensi mahasiswa dan pemahaman fasilitator mengenai tipe kepemimpinan fasilitator dalam diskusi kelompok tutorial PBL di FK UniversitasIslam Sumatera Utara (UISU).Metode : Penelitian ini dilakukan di FK UISU pada bukan juni 2013. Kuesioner tipekepemimpinan fasilitator dan kuesioner peran tanggung jawab fasilitator versi bahasa Indonesia yang telah divalidasi, dibagikan kepada 850 orang mahasiswa dan 50 orang fasilitator tahap prekilinik FK UISU tahun ajaran 2012-2013.Hasil: Dalam penelitian ini dijumpai hubungan bermakna antara tipe kepemimpinan fasilitator menurut preferensi mahasiswa dengan pemahaman fasilitator tentang tipe kepemimpinan yang diperlukan dalam diskusi kelompok tutorial PBL.Mahasiswa lebih menginginkan tipe kepemimpinan demokratis yang harus dimiliki fasilitator, tetapi fasilitator lebih memahami tipe non demokratis sebagai fasilitator. Penelitian ini juga menunjukkan mahasiswa dan fasilitator mengetahui dengan baik tentang semua peran dan tanggung jawab fasilitator kecuali peranfasilitatif.Kesimpulan: Tipe kepemimpinan demokratis merupakan tipe kepemimpinan yang diinginkanmahasiswa dalam diskusi kelompok tutorial PBL FK UISU.

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The first discussion group tutorial sessions are most crucial in determining the

pattern and dynamics of the group in discussion. At this session it takes active

participation and leadership skills (leadership) of the fascilitator in fascilitating the tutorial, it is necessary to study to investigate: type of fascilitator leadership in tutorial group discussion PBL: student preference and fascilitator understanding at Islamic of North Sumatra University (UISU) medical school

Methode : The research was conducted in June instead of UISU medical school in 2013.

Questionnaires leadership type and questionnaires role fascilitator responsible

Indonesian version that has been validated and distributed to 850 students and 50 fascilitators preclinic stage UISU medical school 2012-2013 school year.

Result: In the present study found a significant relationship between the type of leadership fascilitator preference about the student with an understanding of the type of

leadership fascilitator required in tutorial group discussion PBL. Students prefer more democratic type of leadership that should be owned by the fascilitator, but fascilitators understand more non-democratic type of facilitator. This study also shows students and fascilitators know well about all the roles and responsibilities of a facilitator than a fascilitative role.

Conclusion: Democratic type of leadership is the type of leadership in the student preference tutorial group discussion PBL UISU medical school."

"This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It delineating new ways of thinking about ‘21st-century’ skills and including operational definitions of those skills. The authors focus too on fresh approaches to educational assessment, and present methodological and technological solutions to the barriers that hinder ICT-based assessments of these skills, whether in large-scale surveys or classrooms. Equally committed to defining its terms and providing practical solutions, and including international perspectives and comparative evaluations of assessment methodology and policy."

"The volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. "