| Description |
1 online resource (172 pages) |
| Contents |
Machine generated contents note: Ch. 1 Learning and asessment -- Ch. 2 Formative assessment and official policy : issues and challenges -- Ch. 3 Formative assessment : what are teachers doing? -- Ch. 4 Feedback, power and the roles of teachers and learners in formative assessment -- Ch. 5 Helping learners understand how their work is judged -- Ch. 6 Formative assessment and literacy -- Ch. 7 Formative assessment and numeracy -- Ch. 8 Formative assessment and science : girl-friendly or boy-friendly context? -- Ch. 9 Art and design and formative assessment : 'how can you get a "C" on a coat-hanger sculpture?' -- Ch. 10 Formative assessment and history -- Ch. 11 Assessing what we value : learning dispositions in the early years -- Ch. 12 Playful learning, learning stories and making assessment visible in the early years |
| Summary |
Drawing on case studies from primary classrooms, this book analyzes how teachers use formative assessment to promote learning. Themes addressed include feedback; power and roles of learners and teachers; self-assessment and peer assessment; and sharing success criteria with learners. The book equips teachers, student teachers, educators, and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the promotion of pupil learning |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Educational tests and measurements.
|
|
Elementary school teaching.
|
|
Educational Measurement
|
|
EDUCATION -- Elementary.
|
|
Educational tests and measurements
|
|
Elementary school teaching
|
| Form |
Electronic book
|
| Author |
Burke, Winifred M.
|
| ISBN |
9780335225651 |
|
0335225659 |
|
1280953926 |
|
9781280953927 |
|
9780335213795 |
|
0335213790 |
|
9780335213801 |
|
0335213804 |
|
