An International Review of Formative Assessment and Learning: Interactive Teaching and Peer-Learning Methods for Schools in the Twenty-First Century

Clark, Ian

ISBN 10: 3639662741 / ISBN 13: 9783639662740

Published by Scholars' Press, 2014

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Seller Inventory # ria9783639662740_new

Bibliographic Details

• Title: An International Review of Formative Assessment and Learning: Interactive Teaching and Peer-Learning Methods for Schools in the Twenty-First Century
• Publisher: Scholars' Press
• Publication Date: 2014
• Language: English
• ISBN 10: 3639662741
• ISBN 13: 9783639662740
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Formative assessment (FA) has become the platform for educational reform in many nations around the world. Chapter 1 briefly introduces the recent transitions which have created the circumstances for this burgeoning interest and describes the conceptions and processes that underpin FA. Chapter 2 engages in a detailed discussion on how the FA concept is perceived, particularly in the US. Chapter 3 highlights culturally responsive pedagogy. Chapter 4 emphasizes that FA is an interactive process requiring 'adaptive expertise'. Chapter 5 uses a case-study method, focusing on the experiences of more than 1500 schools in the Scottish region of the UK in order to explore the challenges and benefits in practical settings. Chapter 6 engages with the theoretical framework of FA before going on to focus on self-regulated learning in Chapter 7. Chapter 8 undertakes a unique scientific investigation and uncovers the neural basis for peer-learning and academic motivation. Chapter 9 builds on those findings by sharing the conceptual knowledge required to establish and sustain effective learning environments. The final chapter elaborates on some key questions about classroom assessment strategies.

About the Author

Dr Ian Clark has taught in a diverse range of locations since 1997, attaining his professional teaching certification (PGCE) from the University of Manchester (UK) in 2002, a master's degree in education from the University of Lancaster (UK) in 2004 and a PhD in curriculum and instruction from the University of Washington (USA) in 2013.