Assessment For Learning

Putting it into Practice

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Author: Black, Paul,Harrison, Chris,Lee, Clara

Publisher: McGraw-Hill Education (UK)

ISBN: 0335212972

Category: Education

Page: 135

View: 5542

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

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Author: Black

Publisher: McGraw-Hill Education (UK)

ISBN: 0335224296

Category: Education

Page: 152

View: 445

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.

Assessment for Learning

Putting it Into Practice

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Author: Paul Black

Publisher: N.A

ISBN: 9780335212989

Category: Education

Page: 135

View: 4861

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

Putting Assessment for Learning Into Practice

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Author: David Spendlove

Publisher: A&C Black

ISBN: 1847064108

Category: Education

Page: 113

View: 7738

Effective assessment is central to the functioning of all schools and this resource from David Spendlove offers guidance for driving student attainment and progress through the Assessment for Learning initiative.

Working Inside the Black Box

Assessment for Learning in the Classroom

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Author: Paul Black,Christine Harrison,Clare Lee

Publisher: Granada Learning

ISBN: 9780708713792

Category: Educational tests and measurements

Page: 24

View: 7867

Assessment as Learning

Using Classroom Assessment to Maximize Student Learning

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Author: Lorna M. Earl

Publisher: Corwin Press

ISBN: 1452242976

Category: Education

Page: 144

View: 5680

Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

Testing English

Formative and Summative Approaches to English Assessment

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Author: Bethan Marshall

Publisher: A&C Black

ISBN: 1441194266

Category: Education

Page: 156

View: 8714

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Assessment for Learning

Why, what and How?

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Author: Dylan Wiliam

Publisher: Inst of Education

ISBN: 9780854737888

Category: Education

Page: 40

View: 9049

Raising student achievement has benefits not only for the individual, but for society as well. In this lecture Dylan Wiliam argues that many efforts at reform have focused on things that are easy to change rather than those that would make the most difference. He shows that some investments in raising achievement are more cost-effective and more suitable for large-scale application than others. In particular, he argues, helping teachers make greater use of assessment for learning (AfL), would be the most effective way of raising student achievement. Professor Wiliam argues that, if we are to be successful as well as being clear about what we want teachers to do differently, we have to understand why changing teachers’ practice is so difficult, and this will require radical changes in the way we treat teachers’ professional development.

Inside the Black Box

Raising Standards Through Classroom Assessment

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Author: Paul Black,Dylan Wiliam

Publisher: Granada Learning

ISBN: 9780708713815

Category: Academic achievement

Page: 21

View: 338

Developing Teacher Assessment

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Author: Gardner, John,Harlen, Wynne,Hayward, Louise

Publisher: McGraw-Hill Education (UK)

ISBN: 0335237835

Category: Education

Page: 200

View: 2796

-The purposes of assessment --

Perfect Assessment for Learning

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Author: Claire Gadsby

Publisher: Crown House Publishing

ISBN: 1781350280

Category: Education

Page: 142

View: 6017

Too much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils' learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning

Oxford Handbooks for Language Teachers: Putting CLIL into Practice

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Author: Phil Ball,Keith Kelly,John Clegg

Publisher: Oxford University Press

ISBN: 0194421023

Category: Study Aids

Page: 320

View: 3028

This book offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers. Areas covered include: the language used in CLIL; CLIL teacher training; materials design for CLIL; assessment in CLIL. Extra resources are available on the website: www.oup.com/elt/teacher/clil Phil Ball is a CLIL author and teacher trainer based in northern Spain. Keith Kelly is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria. John Clegg is a textbook author and CLIL consultant based in London.

Assessment and Learning

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Author: John Gardner

Publisher: SAGE

ISBN: 1446290247

Category: Education

Page: 312

View: 853

Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: - New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning - Teacher-friendly assessment topics - Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.

Meaning Making in Secondary Science Classroomsaa

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Author: Mortimer

Publisher: McGraw-Hill Education (UK)

ISBN: 033522654X

Category: Social Science

Page: 157

View: 9816

This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms.

Learner-Centered Teaching

Putting the Research on Learning into Practice

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Author: Terry Doyle

Publisher: Stylus Publishing, LLC.

ISBN: 1579227457

Category: Education

Page: 224

View: 9995

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don’t optimizing student learning. Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student’s comprehension and recall; on transitioning from “teller of knowledge” to a “facilitator of learning”; on the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.

Teaching, Learning And Assessment

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Author: Blanchard, John

Publisher: McGraw-Hill Education (UK)

ISBN: 0335233791

Category: Education

Page: 208

View: 646

The focus of this book is on teaching pupils to direct their own learning. It deals with formative assessment, that is, assessment designed to inform and enhance pupils' learning. It questions how pupils learn, why they have the curriculum they have, and how they are helped or hindered by their provision. This is a profound and extensive challenge, consistent with an agenda of inclusive education. It indicates that pupils' learning about learning provides a model for professionals' and schools' development.

Embedded Formative Assessment

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Author: Dylan Wiliam

Publisher: Solution Tree Press

ISBN: 1936765012

Category: Education

Page: 200

View: 8840

Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.

Assessment in Secondary Schools

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Author: Brooks

Publisher: McGraw-Hill Education (UK)

ISBN: 0335230970

Category: Education

Page: 197

View: 7975

The entire text is devoted to assessment and therefore it is able to offer an in-depth consideration of aspects of assessment which exercise teachers at the beginning of their career, for example the relationship between assessment and learning, how assessment contributes to planning, ways of marking pupils' work, writing reports for parents and meetings with parents.

Interpreting Standardized Test Scores

Strategies for Data-Driven Instructional Decision Making

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Author: Craig A. Mertler

Publisher: SAGE

ISBN: 1452278962

Category: Education

Page: 272

View: 8342

Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision making—a process known as "data-driven decision making"—necessitated by the needs of their students.

Cooperative Learning

Integrating Theory and Practice

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Author: Robyn M. Gillies

Publisher: SAGE

ISBN: 1452236291

Category: Education

Page: 288

View: 8203

"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses. Talk to the author! [email protected]