Summary
Contents
Subject index
Assessment is central to teaching and learning, yet is one of the most difficult areas of professional practice. This book guides trainee secondary teachers through its complexities and provides practical strategies, exemplified by case studies. It examines issues such as diagnosing problems, sharing learning objectives, assessment as a tool for motivation, effective planning, using evidence to adapt teaching, peer and self assessment, learning through dialogue and understanding formative assessment. Targeted specifically at trainees, this text links explicitly to the new QTS Standards, and its tasks provide opportunities for reflection and for practising the range of skills involved in assessing pupils.
Formative Assessment
Formative Assessment
Chapter objectives
By the end of this chapter you should have:
- learned about different aspects of formative assessment;
- thought about the role of questioning in formative assessment;
- reflected on the role of feedback;
- thought about differences between assessing process and product;
- thought about personalising learning via the use of formative assessment;
- reflected on writing learning outcomes;
- learned about planning for formative assessment.
Professional Standards for QTS
This chapter will help you to meet the following Professional Standards for QTS:Q7a, Q10, Q12, Q22, Q25b, Q26a, Q26b, Q27, Q28, Q29
Introduction
Appropriate use of formative assessment holds the potential for helping to raise standards in schools, and, as such, a number of aspects of it have featured in a several recent governmental and educational initiatives. You will doubtless have become aware of its importance in teaching ...
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