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Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental underst
How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measur
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of studen
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our class
