Written under the guidance and with the support of Dylan Wiliam,
Kate Jones writes about five formative assessment strategies in
action in the classroom, with a foreword from Professor John
Hattie. Building on the highly successful work of Wiliam and
Siobhan Leahy, ideas are shared and misconceptions with formative
assessment are addressed with lots of practical advice. Formative
assessment in action focuses on five evidence-informed strategies
that the teacher can use to support their learners to make
progress. Formative assessment can help both the teacher and
student understand what needs to be learned and how this can be
achieved. During the learning process, formative assessment can
identify students' progress as well as highlighting gaps in their
knowledge and understanding, therefore giving the teacher useful
insight as to what feedback and instruction can be provided to
continue to move learners forward. Formative assessment takes place
during the learning process. It continually informs the teacher and
student as to how learning can move forward as it is happening.
This is different to summative assessment, which focuses on the
evaluation of student learning at the end of the process. There's a
range of case studies from different subjects and key stages to
show how formative assessment can be embedded across a curriculum
successfully.
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