Savage / Fautley Assessment for Learning and Teaching in Secondary Schools

1. Auflage 2008
ISBN: 978-1-84445-802-8
Verlag: SAGE Publications
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 144 Seiten, Format (B × H): 152 mm x 229 mm

Reihe: Achieving QTS Series

Assessment is central to teaching and learning, yet is one of the most difficult areas of professional practice. This book guides trainee secondary teachers through its complexities and provides practical strategies, exemplified by case studies. It examines issues such as diagnosing problems, sharing learning objectives, assessment as a tool for motivation, effective planning, using evidence to adapt teaching, peer and self assessment, learning through dialogue and understanding formative assessment. Targeted specifically at trainees, this text links explicitly to the new QTS Standards, and its tasks provide opportunities for reflection and for practising the range of skills involved in assessing pupils.

Autoren/Hrsg.

Savage, Jonathan

Fautley, Martin

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Why Assess?
Theoretical approaches to learning and assessment
Summative assessment
Formative assessment
Developing assessment strategies
Assessment data
Using assessment in the classroom
Valuing the student role in assessment
Recording assessment
Your future development

Über Autor(innen)

Savage, Jonathan
Jonathan Savage is a Senior Lecturer in Education at the Institute of Education, Manchester Metropolitan University. Until 2001 he was Head of Music at Debenham High School, an 11-16 comprehensive school in rural Suffolk in the east of England. He is also Managing Director of UCan.tv (www.ucan.tv), a not-for-profit company that produces engaging educational software.

Fautley, Martin
Martin Fautley is a Reader in Education at Birmingham City University. For many years he was a school teacher in the Midlands before undertaking Doctoral research at the University of Cambridge. His research interests encompass theoretical and practical issues concerning creative processes in schools and how teachers can help foster these, and the ways in which assessment, particularly assessment for learning, can be used as means to raise standards.