ISBN 10: 0335212972 / ISBN 13: 9780335212972
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Vom Verlag: "This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching."
TES

The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

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.

This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

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Paul Black
Verlag: Open University Press Mcgraw-Hill Higher Education Mai 2011 (2011)
ISBN 10: 0335212972 ISBN 13: 9780335212972
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Buchbeschreibung Open University Press Mcgraw-Hill Higher Education Mai 2011, 2011. Taschenbuch. Buchzustand: Neu. 229x152x10 mm. Neuware - 'This is a surprising and welcome book. a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching.' TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. 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. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools. 152 pp. Englisch. Artikel-Nr. 9780335212972

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