Active Learning Through Formative Assessment

Clarke, Shirley

ISBN 10: 0340974451 / ISBN 13: 9780340974452

Published by Hodder Education, 2008

About this Item

Seller Inventory # U9780340974452

Bibliographic Details

• Title: Active Learning Through Formative Assessment
• Publisher: Hodder Education
• Publication Date: 2008
• Language: English
• ISBN 10: 0340974451
• ISBN 13: 9780340974452
• Binding: Soft cover
• Edition: 1750889011.
• Condition: Very Good
• Dust Jacket Condition: 47073201
• Signed: 6/25/2025 10:03:31 PM
• Seller catalogs:
  • 2
  • 9780340974452
  • U

About this title

Synopsis

Shirley Clarke's latest book, following her hugely popular Formative Assessment in Action (2005), puts formative assessment within the context of active learning - maximising pupil engagement, effective dialogue and reflective thinking - and is packed with practical advice and examples from early years to secondary, across all subjects. Central to the whole process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do it. Drawn from across the age range, and all subjects, they exemplify effective learning objectives, clear success criteria, talk partner techniques, effective questioning, quality discussion with pupils, and self- and peer evaluation of work. New themes include how to develop a growth mindset, so that pupils enjoy challenge rather than avoid it for fear of failure; how popular strategies such as thinking skills and bu

About the Author

Shirley Clarke is an assessment consultant and trainer who is highly regarded by classroom teachers for her down-to-earth, practical approach to formative assessment, as well as a hugely successful author with an international reputation. A former primary teacher and advisory teacher, she is a popular speaker who is much in demand. Her courses and training days for teachers, and ongoing involvement in classroom research, give her both credibility and a down-to-earth perspective on day-to-day classroom realities. She was awarded an honorary doctorate by the University of Greenwich in 2007.