Assessment in schools has become a hotly debated issue in
education. In the wake of political pressures for accountability,
educators have sought to defend the principle that assessment
should serve the interests of learners and learning. With the aim
of improving learning and raising standards, this book presents a
case for formative assessment, day-by-day, rather than summative
assessment at the end of key stages. The author draws on and
discusses the practical application of a range of theoretical and
philosophical research, encouraging a holistic approach and focused
teacher-intervention. The book provides material for reflection as
well as practical tips, and is suitable for instrumental and
classroom teachers (at all levels, but particularly 11-18), and the
academic community.
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