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Unlocking Assessment

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Al
ARG
assessment validity
Category=JNDH
Category=JNMT
childhood
Classroom Assessment
classroom evaluation methods
Construct Irrelevant Variance
Construct Under-representation
Construct Underrepresentation
early
Early Childhood Curriculum
Early Childhood Settings
education
educational measurement
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Feed Back
feedback strategies
Follow
formative
Formative Assessment
Generation Assessment Practice
Holding
Individual Sense Making
ipsative
Ipsative Referencing
KMOFA Project
learning
Learning Stories
Peer Assessment
practices
QCA
referencing
reflective assessment practice in schools
self-regulated learning
settings
Smoothed
stories
Summative Assessment
Te Ch
teacher judgement reliability
USA
Worksheet
Wynne Harlen

Product details

  • ISBN 9781138130852
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 26 Nov 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Assessment is inextricably linked with learning and teaching, and its profile in British schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognised.

Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds.

This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.
About
Sue Swaffield is a lecturer in Leadership and School Improvement in the Faculty of Education, University of Cambridge. Throughout her career as a teacher, local authority adviser and university lecturer, assessment development and research has been a major theme. She is a co-author of Improving Learning How to Learn: Classrooms, Schools and Networks and Assessement Literacy for Wise Decisions.