Assessment for Learning: Putting It into Practice - Couverture rigide

Black, Paul; Harrison, Chris; Lee, Clara; Marshall, Bethan; Wiliam, Dylan

9780335212989: Assessment for Learning: Putting It into Practice

Couverture rigide

ISBN 10 : 0335212980 ISBN 13 : 9780335212989

Editeur : Open University Press, 2003

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This book aims to give teachers, school heads, and others leaders and trainers in teaching, ideas and advice about improving formative assessment in the classroom. The ideas and advice are based on two years of work in a project which involved the team of authors at King's College working in close collaboration with thirty-six teachers in schools in Medway and Oxfordshire. This work was itself inspired by a review of over two-hundred and fifty research studies worldwide which established hard evidence that development of formative assessment raises students' test scores. This evidence has been confirmed by significant improvements in the achievements of the students in the project classes.

After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers have found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered in taking on the changes in their classroom role that the new practices required and give guidance for school managements and LEAs about promoting and supporting the changes.

The book is illustrated throughout with quotations from the writing of the teachers involved which describe in their own words how they turned the ideas from the King's staff into practical action in their schools.

Les informations fournies dans la section � Synopsis � peuvent faire r�f�rence � une autre �dition de ce titre.

Pr�sentation de l'�diteur

"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.