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Author:  Paul/ Harrison Black Manufactured By: Open University Press
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Assessment for Learning Black, Paul/ Harrison, Chris/ Lee, Clara/ Marshall, Bethan/ Dylan, William 1 of 1
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FORMAT: Paperback
CONDITION:  Brand New
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Description
 

Learn more about Assessment for Learning:

Format: Paperback
ISBN-10: 0335212972
ISBN-13: 9780335212972
Sku: 36333393
Publish Date: 4/16/2007
Dimensions:  (in Inches) 8.75H x 6L x 0.5T
Pages:  152
Age Range:  NA
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""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.

From the Publisher:
"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.“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.

Product Attributes

Product attributeeBooks:   Kobo
Product attributeBook Format:   Paperback
Product attributeNumber of Pages:   0152
Product attributePublisher:   Open University Press
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