"This is a surprising and welcome book a heartening read that shows
the power of assessment for learning and the potential for
academics and teachers jointly to put into practice ideas that can
improve classroom learning and teaching.
. TES" .
. 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. .
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