Description

"This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching."
TES

The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

Assessment for Learning

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£31.99

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Paperback / softback by Paul Black , Chris Harrison

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Short Description:

"This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the... Read more

    Publisher: Open University Press
    Publication Date: 16/09/2003
    ISBN13: 9780335212972, 978-0335212972
    ISBN10: 335212972

    Number of Pages: 152

    Non Fiction , Politics, Philosophy & Society

    Description

    "This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching."
    TES

    The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

    Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

    This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

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