| Description |
?Hall and Burke acknowledge that formative assessment is hard work. But they make clear that the benefits far outweigh the disadvantages? They neatly divide it into bite-sized chapters, with each building neatly on the one before - [this book] is easily accessible to the reader.? BJET This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning. It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy in this country. Evidence presented in the book is drawn from original research projects of both authors, most of which is being published for the first time. Themes addressed in the various chapters include feedback, power and roles of learners and teachers in formative assessment; self and peer assessment; and sharing success criteria with learners. There are also chapters on formative assessment in: literacy, numeracy, art, science, history, and play. The book aims to equip the reader, whether teacher, student teacher, teacher educator, or researcher, with a sophisticated grasp of issues in formative assessment, and how they relate to the promotion of pupil learning. |
| Author Biography |
WINNIFRED BURKE is currently a freelance school inspector, teacher trainer and researcher. After a long career in teaching she has recently completed doctoral research in the field of formative assessment for learning. This is her first book although she has published articles, presented research papers at BEAR and reviewed other author?s work.
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| Table of Contents |
Introduction Chapter 1: Assessment and Learning; Chapter 2: Formative Assessment and Official Policy: issues and challenges; Chapter3: Formative assessment: what are teachers doing?; Chapter 4: Feedback, Power and the Roles of Teachers and Learners in Formative Assessment; Chapter 5: Sharing Success Criteria with Learners; Chapter 6: Formative Assessment and Literacy; Chapter 7: Formative Assessment and Numeracy; Chapter 8: Formative Assessment and Art; Chapter 9: Formative Assessment and History; Chapter10: Formative Assessment and Science; Chapter 11: Formative Assessment and Play; Chapter 12: Baseline Assessment and Learning; Chapter 13: Level Descriptions and Opportunities for Formative Assessment. Conclusion. |
