| Title : | Assessment for learning : putting it into practice |
| Material Type: | printed text |
| Authors: | Paul Black, Author ; Christine Harrison, Author ; Clare Lee, Author |
| Publisher: | McGraw Hill /Open University Press (UK) |
| Publication Date: | 2003 |
| Pagination: | vi,135 p. |
| Size: | 24 cm |
| ISBN (or other code): | 978-0-335-21297-2 |
| General note: | Includes bibliographical references (p. 126-130)
Includes index (p. 131-135) |
| Languages : | English (eng) Original Language : English (eng) |
| Descriptors: | Education, Secondary - Great Britain
Teacher-student relationships
Teaching
|
| Class number: | 371.3 |
| Abstract: | 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. |
| Contents note: | Acknowledgements; The authors; Introduction: Why study this book?; What is proposed?; Why take formative assessment seriously?; How this book tells its story; The source of the ideas; Introduction; The research evidence; Current practice; Planning further work; How teachers developed the ideas for us; The starting point; The schools and teachers involved; The way it went; Qualitative data; Quantitative data; Putting the ideas into practice; Four types of action; Questioning; Feedback by marking; Peer-and self-assessment; The formative use of summative tests; Implications; Looking at practice more deeply; Subject knowledge and learning needs; Differences between subjects; Attitudes and beliefs; Research into learning; Changing yourself; Stories of teacher change; Changes in the teacher's role; Changes in the role of students; Risks and rewards; Management and support; Marginal or revolutionary?; Innovation for the whole school; The end-and a beginning; Glossary of terms and acronyms; References; Index; |
| Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=17113 |
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