Making Formative Assessment Work / Edition 1

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Overview

What does formative assessment look like in practice? How are formative assessment and learning connected? What are the issues involved in implementing formative assessment?

This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers can use formative assessment to promote learning. It argues the case for formative assessment with reference to socio-cultural perspectives on learning, and examines this in the context of current assessment policy.

Themes addressed include: feedback, the power and roles of learners and teachers in formative assessment, self and peer assessment, and sharing success criteria with learners. Individual chapters explore formative assessment across the curriculum, including literacy, numeracy, art, science, and history. In addition there are two chapters on formative assessment in the early years. Making Formative Assessment Work provides teachers, student teachers, teacher educators and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the improvement of pupil learning.

About the Author:
Kathy Hall is Professor of Childhood Education at Leeds Metropolitan University

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Product Details

  • ISBN-13: 9780335213801
  • Publisher: Open University Press
  • Publication date: 4/1/2004
  • Edition number: 1
  • Pages: 184
  • Product dimensions: 6.00 (w) x 9.10 (h) x 0.60 (d)

Meet 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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Table of Contents

Ch. 1 Learning and asessment 4
Ch. 2 Formative assessment and official policy : issues and challenges 17
Ch. 3 Formative assessment : what are teachers doing? 28
Ch. 4 Feedback, power and the roles of teachers and learners in formative assessment 40
Ch. 5 Helping learners understand how their work is judged 51
Ch. 6 Formative assessment and literacy 63
Ch. 7 Formative assessment and numeracy 75
Ch. 8 Formative assessment and science : girl-friendly or boy-friendly context? 86
Ch. 9 Art and design and formative assessment : 'how can you get a "C" on a coat-hanger sculpture?' 98
Ch. 10 Formative assessment and history 108
Ch. 11 Assessing what we value : learning dispositions in the early years 123
Ch. 12 Playful learning, learning stories and making assessment visible in the early years 136
Ch. 13 Level descriptions and opportunities for formative assessment (with Austin Harding) 145
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