Developing Teacher Assessment
McGraw-Hill Education (UK), Feb 1, 2010 - Education - 200 pages
This book argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.
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an introduction John Gardner
Part I Lighting the fuse
Part II Spreading the word widening the practice
Part III Keeping it going
Projects examined and members of the core group and advisory committee of the Nuffield Foundationfunded Analysis and Review of Innovations in...
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achievement activities approach ARIA study assessment for learning assessment practice Assessment Reform Available online beneﬁt CCEA change in assessment Chapter classroom practice context criteria DCELLS DCSF Department for Children difﬁcult discussion dissemination effective England ensure evaluation evidence example experience feedback ﬁndings ﬁrst ﬂexibility focus formative and summative formative assessment Foundation Stage GCSE groups Harlen ideas identiﬁed impact implementation important improve learning individual inﬂuence initiatives innovation in assessment involved judgements Key Stage learners learning goals ment moderation national curriculum national curriculum assessments national tests Northern Ireland Oxfordshire participation performance policy makers principles professional development professional learning programme progress promote pupils Qualiﬁcations questions reﬂect reliability reported role Scharmer Scotland sessment Shirley Clarke signiﬁcant skills speciﬁc standards strategies summative assessment summative purposes support learning sustained teacher assessment teaching tion top-down understanding validity Wales Welsh Assembly Government