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Making Formative Assessment Wo, Sc : Effective Practice in the Primary Classroom - Kathy Hall

Making Formative Assessment Wo, Sc

Effective Practice in the Primary Classroom

Paperback Published: 1st April 2004
ISBN: 9780335213795
Number Of Pages: 184

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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.

Acknowledgementsp. ix
Introductionp. 1
Learning and Assessmentp. 4
Formative Assessment and Official Policy: Issues and Challengesp. 17
Formative Assessment: What are Teachers Doing?p. 28
Feedback, Power and the Roles of Teachers and Learners in Formative Assessmentp. 40
Helping Learners Understand Flow Their Work is Judgedp. 51
Formative Assessment and Literacyp. 63
Formative Assessment and Numeracyp. 75
Formative Assessment and Science: Girl-Friendly or Boy-Friendly Context?p. 86
Art and Design and Formative Assessment: 'How can you get a "C" on a coat-hanger sculpture?'p. 98
Formative Assessment and Historyp. 108
Assessing What We Value: Learning Dispositions in the Early Yearsp. 123
Playful Learning, Learning Stories and Making Assessment Visible in the Early Yearsp. 136
Level Descriptions and Opportunities for Formative Assessment (with Austin Harding)p. 145
Conclusionp. 156
Referencesp. 159
Indexp. 170
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780335213795
ISBN-10: 0335213790
Series: UK Higher Education OUP Humanities & Social Sciences Education OUP
Audience: General
Format: Paperback
Language: English
Number Of Pages: 184
Published: 1st April 2004
Publisher: Open University Press
Country of Publication: GB
Dimensions (cm): 22.8 x 15.3  x 1.1
Weight (kg): 0.28
Edition Number: 1