'A unique blend of scholarly research-based principles of effective
formative assessment with practical suggestions for use in the
classroom. The authors show how the essence of formative assessment
is in teachers' responses to the substance students'
understandings, with a focus on how teachers can use pedagogical
strategies to move students forward toward important learning
outcomes. I highly recommend the book for both researchers and
practitioners. It is an engaging, in-depth, sophisticated treatment
of formative assessment.' - James H. McMillan, Virginia
Commonwealth University Formative Assessment (AFL) supplies the
strategy to support effective teaching, and to make learning deep
and sustained. This book shows how to develop your planning for
learner-centred day-to-day teaching and learning situations through
an understanding of formative teaching, learning and assessment.
Within each chapter, based on real teaching situations, the
strategies of the 'formative assessment toolkit' are identified and
analysed: guided group teaching differentiation observation &
evidence elicitation analysis & feedback co-construction
reflective planning self-regulation dialogue & dialogic
strategies.
The principles set out in this book can be applied to any age or
stage in education, but will be particularly useful to current
practising teachers, students following international and national
teacher training courses; CPD or in-service work; and MEd and MA
post-graduate assessment/teaching and learning modules.
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