This book explores assessment practices that offer an enlightening
and enabling view of all learners. Following the demise of national
curriculum levels, the book embraces a unique opportunity to change
how children are assessed. Rather than simply replacing the old
structure with a new one, it focuses instead on enabling children
to learn in meaningful ways so that assessment becomes a tool for
improvement rather than judgment. Building on two influential
research studies, Learning without Limits (Hart et al 2004) and
Creating Learning without Limits (Swann et al 2012), the book
continues the story of an alternative 'learning without limits'
pedagogy. Inspired by a relentless focus on every child's capacity
to learn, the book explores what can be achieved when we remove
limits on learning. School leaders and teachers, struggling against
practices that seeks to define, label and rank, explore the
opportunity to view assessment reform as a means of reducing
inequity through 'learning without limits' principles of
collaboration, professional learning and inquiry. Children share
their views and offer powerful insights into what may be achieved
when limits are lifted on their learning. Consequently a liberating
and alternative view of assessment is presented, achieved through
children and adults working in partnership. Throughout the book,
practical examples are offered, illustrated by real life stories,
often about children who have achieved more than their teachers
thought possible. At a time when schools are in pursuit of new
assessment practices and reporting of progress, the insights in
this book about what is possible are highly pertinent for
individual teachers, school leaders and teacher educators wondering
how best to foster children's learning capacity. "Alison Peacock is
a treasure. She has remarkable wisdom about the purposes of
education and the processes that make education work. In this book,
she shares that wisdom, showing how judicious assessments can
awaken students' motivation to learn and create eager, effective
learners. Everyone who cares about children's lives and their
futures should read this book!" Carol S. Dweck, Professor of
Psychology, Stanford University, US and author of Mindset "This
book tackles the difficult and very important task of bringing
together the Learning Without Limits big ideas and the challenging
topic of assessment. In it, Alison Peacock shows clearly the damage
done by assessment contaminated by ability-labelling and other
ability-based practices, and argues the moral and educational
necessity of doing assessment in a different way." Mary Jane
Drummond and Susan Hart, Co-authors of Learning without Limits and
Creating Learning without Limits, UK "This book is brimming with
practical solutions and high quality strategies to help teachers
assess progress in partnership with their pupils. It serves as a
timely reminder that children's ability is far from fixed - as all
the education evidence demonstrates. By synthesising an array of
evidence, this book offers an enlightened approach to assessments
that works for children, educators and parents alike." Lee Elliot
Major, Chief Executive of the Sutton Trust and co-author of the
Sutton Trust-EEF toolkit for teachers "This is a great book, and as
one of the nine teachers who was part of the original 'Learning
without Limits' research project I can vouch for Dame Alison
Peacock's unswerving commitment to, and passion for, the principles
of Learning without Limits embodied within its pages. Throughout
the book, powerful and authentic stories about leading, learning,
listening, dialogue and trust bring a bold and transformative
approach to assessment within the grasp of all educational
practitioners and leaders. However, this is not just a book about
assessment, but a book about leadership through partnership,
founded upon the principles of Learning without Limits. The ten key
leadership practices for building trust, outlined at the start of
the book, are vital for success across the whole educational sector
and should be taken to heart by all those involved in teaching and
learning, whether it be at primary, secondary, further or higher
education level." Dr Claire Taylor, Pro Vice-Chancellor, St Mary's
University, Twickenham, London, UK "Any primary teacher or leader
feeling ground-down or disenfranchised needs to read this book. Its
agenda and commitment are uplifting - to generate a love of
learning and realise achievement in every child, irrespective of
their circumstances or prior attainment. Assessment for Learning
Without Limits rejects the ability labels which are so often linked
to social class trends and segregation in our schools. A commitment
to high expectations and social justice permeates the book, yet
Alison Peacock's method is to encourage and excite teachers, rather
than hammering and bureaucratizing. Her arguments are inspiring and
convincing, supported by lively case studies and research
evidence." Professor Becky Francis, Professor of Education and
Social Justice, King's College London, UK "This book tackles the
difficult and very important task of bringing together the Learning
Without Limits big ideas and the challenging topic of assessment.
In it, Alison Peacock shows clearly the damage done by assessment
contaminated by ability-labelling and other ability-based
practices, and argues the moral and educational necessity of doing
assessment in a different way. Distinctive features of the book
include a sustained emphasis on the necessary conditions for
transformability, a key concept in the original Learning without
Limits study. Another is the argument for the centrality of
formative assessment - assessment that works for children, and
every aspect of their learning. Drawing on her experience as
headteacher, with contributions from other primary and secondary
school staff groups across the country, Alison Peacock makes a
powerful case for trust and dialogue as the essential building
blocks of this 'different way'." Mary Jane Drummond and Susan Hart,
Co-authors of Learning without Limits and Creating Learning without
Limits, UK "In contrast to some rather 'dry' books on assessment
that start with abstract principles and seek illustrations of them,
this book works the other way around. It is full of rich stories of
practice and the voices of children and their teachers. In this way
the integral connections among assessment, pedagogy and curriculum
are made very clear. The vital importance of listening to children,
engaging in dialogue for understanding, and communication with
parents and carers, in an atmosphere of trust, is emphasised. Yet,
teachers and leaders will be reassured that assessment for
learning, as distinct from assessment purely for accountability can
lead to excellent performance without any need for 'ability
labelling' of children." Mary James, Professor Emerita, University
of Cambridge Faculty of Education, UK
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