Classroom Assessment for Busy Teachers: Turning Principles into Practice. This item is unavailable.Classroom Assessment for Busy Teachers: Turning Principles into Practice

This accessible guide shows just how straightforward it can be to create excellent classroom assessment for formative or summative purposes, giving you confidence in your assessment practices.

It clearly sets out the principles underpinning all good educational assessment and translates them into a series of clear practical steps. These can be put into practice in a wide range of classroom contexts to fit the purposes of every teacher. Written by two assessment specialists with decades of experience in the UK and internationally, this readable and well-structured text encourages teachers to examine assumptions and challenge the use of assessment that is not fit for purpose. Including summaries of key ideas, questions and key takeaways, chapters cover:

• The purposes of educational assessment
• Understanding what you want to assess
• How to get the evidence you need
• Assessment design
• The outcomes of assessment and providing feedback

Designed to inspire and support busy teachers and teachers in training across both primary and secondary phases, this book is a valuable resource for creating the kinds of assessment that will benefit learners in the ways that all good assessment should.

Lena Gray has extensive experience of developing assessment policies, supporting teachers and examiners in the implementation of these, and evaluating their implementation. She was former Director of Research and Analysis at AQA, England’s largest GCSE and A-level exam board, UK.

Lesley Wiseman-Orr is a research Fellow in the School of Education at the University of Glasgow. Lesley is a member of the International Educational Assessment Network which brings together international research and policy experts from small nations and states to share evidence from research and practice, to generate new ideas and to tackle long term problems in educational assessment.