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Synopsis
Drawing on case studies from primary classrooms, this book analyzes how teachers use formative assessment to promote learning. Themes addressed include feedback; power and roles of learners and teachers; self-assessment and peer assessment; and sharing success criteria with learners. The book equips teachers, student teachers, educators, and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the promotion of pupil learning.
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About the Author
KATHY HALL was Professor of Education at Leeds Metropolitan University before moving to the Open University. She has published widely on assessment and has conducted several research projects on the topic, including an ESRC-funded study on teacher assessment. Listening to Stephen Read: Multiple Perspectives on Literacy (Open University Press, 2003) is her most recent publication.
WINNIFRED BURKE is currently a freelance school inspector, teacher trainer and researcher. Following a long career in teaching and school management, she has recently completed doctoral research in the field of formative assessment for learning, and has published in the field of assessment and creative writing.
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Making Formative Assessment Work
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Making Formative Assessment Work : Effective Practice in the Primary Classroom
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Making Formative Assessment Work : Effective Practice in the Primary Classroom
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Making Formative Assessment Work
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Making Formative Assessment Work
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MAKING FORMATIVE ASSESSMENT WORK: EFFECTIVE PRACTICE IN THE PRIMARY CLASSROOM
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MAKING FORMATIVE ASSESSMENT WORK: EFFECTIVE PRACTICE IN THE PRIMARY CLASSROOM
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Making Formative Assessment Work
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Making Formative Assessment Work
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