Description
Book SynopsisTeachers simply do not have the time to do any more work. Yet the pressure to improve results is ever-upwards. The emphasis in this book is not on doing anything extra, but on doing all the everyday things that science teachers do – planning lessons, marking work and exams, providing feedback, and getting students involved in discussions, or self and peer-assessment – in a slightly different way.
The book is full of simple, practical, formative assessment techniques and strategies, based on real classroom practices, repeated across the range of ages and abilities at secondary levels, in a variety of schools, that have been repeatedly shown to significantly improve examination results, and student involvement in lessons.
Whether you are just about to embark on a career as a science teacher, or you have been one for many years, there is bound to be something here.
Trade ReviewPaul Spenceley is one of the most gifted and passionate teachers I have ever had the privilege to work with. In particular, he has deep expertise on both the practicalities of implementing formative assessment in classrooms, and how to support teachers in developing their practice. -- Dylan Wiliam
