Making Good Progress?: The future of Assessment for Learning New edition [Pehme köide]

  • Formaat: Paperback, 224 pages, kõrgus x laius x paksus: 205x160x12 mm, kaal: 431 g, Colour
  • Ilmumisaeg: 02-Feb-2017
  • Kirjastus: Oxford University Press
  • ISBN-10: 0198413602
  • ISBN-13: 9780198413608
Teised raamatud teemal:
  • Formaat: Paperback, 224 pages, kõrgus x laius x paksus: 205x160x12 mm, kaal: 431 g, Colour
  • Ilmumisaeg: 02-Feb-2017
  • Kirjastus: Oxford University Press
  • ISBN-10: 0198413602
  • ISBN-13: 9780198413608
Teised raamatud teemal:
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.

Arvustused

This book addresses some of the most pressing areas in the field: namely why assessment for learning has too often become assessment of learning and why marking and feedback are not the same thing. It sets out a new vision of assessment in a clear, fluid style that will be just as useful to the newly qualified teacher as the seasoned academic * Carl Hendrick, Head of Learning and Research at Wellington College * Schools are going to have to re-think their methods of assessing, recording and reporting, from scratch, and this book is an excellent place to start. * Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London * Daisy is one of the leading thinkers on assessment in the UK and this book is essential reading for everyone who works in education. It shows that flaws in assessment are the cause of so many issues in our education system and gives us a clear path to fixing those flaws. * Sam Freedman, Executive Director of Programmes at Teach First and trustee of the Teacher Development Trust * Christodoulou is one of the most remarkable writers in education the UK has seen in decades, because she takes a subject as potentially opaque and esoteric as assessment, and unpacks it in an intelligible, vital way that neither patronises the novice or offends the expert. Her first book, 'Seven Myths', is one of the few texts that every new teacher should read. Her second book is, rather amazingly, another. It should be read deeply, broadly, everywhere that children are taught and assessments are used. * Tom Bennett, chair of the DfE Behaviour Management Group and founder of researchED *

Muu info

A research-informed examination of formative assessment practices.
Foreword 5(5)
About the author 10(1)
Acknowledgements 11(2)
Introduction 13(6)
1 Why didn't Assessment for Learning transform our schools?
19(10)
2 Curriculum aims and teaching methods
29(26)
3 Making valid inferences
55(24)
4 Descriptor-based assessment
79(34)
5 Exam-based assessment
113(26)
6 Life after `life after levels': creating a model of progression
139(24)
7 Improving formative assessments
163(18)
8 Improving summative assessments
181(20)
9 An integrated assessment system
201(10)
Conclusion 211(3)
Glossary 214(2)
Bibliography 216(4)
Copyright acknowledgements 220

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