Helps teachers and managers develop self-assessment skills and procedures, to make OFSTED more manageable
Self-assessment is likely to be part of the future of OFSTED inspection - this book anticipates what schools will need to do, and provide the knowledge and tools to make it possible
A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is toward teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators, this book will provide the guidance they need to conduct and act upon quality reviews and evidence-based analyses of pupils' learning and the quality of teaching.

Helps teachers and managers develop self-assessment skills and procedures, to make OFSTED more manageable
Self-assessment is likely to be part of the future of OFSTED inspection - this book anticipates what schools will need to do, and provide the knowledge and tools to make it possible
A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is toward teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators, this book will provide the guidance they need to conduct and act upon quality reviews and evidence-based analyses of pupils' learning and the quality of teaching.

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with 'formative assessment' or 'assessment for learning'. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with 'formative assessment' or 'assessment for learning'. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.