By John Gardner;Wynne Harlen;Louise Hayward;Gordon Stobart;Martin Montgomery

ISBN-10: 0335237827

ISBN-13: 9780335237821

ISBN-10: 0335237835

ISBN-13: 9780335237838

"The authors are recognized within the evaluation box and this paintings offers their hugely unique analysis... [It] promotes a certified studying technique that may unquestionably aid educationalists in colleges and around the faculties region of their quest to enhance learning." Professor Mary James, college of Cambridge, united kingdom. This publication explores the approaches concerned with constructing evaluation perform. It argues that the function of instructor evaluate has to be placed firmly on the vanguard of the tutorial time table and that review through academics should be built in a common, top of the range and sustainable style. The authors, all participants of the influential evaluation Reform crew, argue that the target-driven technique of exterior trying out results in difficulties, together with 'teaching to the try' to the detriment of the broader curriculum, and motivational difficulties. during this ebook, they take on the diversities among formative and summative evaluate and ask the query: "What is caliber instructor assessment?" there's assurance of key expert studying dimensions together with: the needs of evaluation the necessity for facts to aid innovation the method and steps to improve new perform Perceptions of what counts as caliber overview in colleges The authors draw on those a number of views to provide an explanation for how academics and faculties can construct on latest perform, and advance new practices, and the way the procedure should still react to aid them. This e-book is vital studying for academics, head academics, neighborhood authority execs, coverage makers and lecturers.

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Outside the school there are users of assessment, including parents, school governors or their equivalent, employers and staff of further and higher education, who often bring pressure to bear on school policies. There are also other members of the public who exercise their views about education through the ballot box. Members of school management teams also use assessment of learning outcomes as part of the evidence for school self-evaluation and improvement planning. Assessment of students’ achievement is the form in which many of these users, particularly those external to the school, receive information about education.

Students as well as parents need to understand the criteria used in summarizing and reporting their achievements. This is central to demystifying summative assessment and an important step in reducing its negative impact. A good deal of the emotion that is aroused by summative assessment comes from a fear or suspicion of the unknown. Students and teachers know full well that there is a lottery in the selection of questions for any test, since it cannot encompass all parts of what has been studied.

Principle 4: Assessment should promote public understanding of learning goals relevant to students’ current and future lives Schools do not exist in isolation; they both serve and respond to the needs of society. Outside the school there are users of assessment, including parents, school governors or their equivalent, employers and staff of further and higher education, who often bring pressure to bear on school policies. There are also other members of the public who exercise their views about education through the ballot box.

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Developing Teacher Assessment by John Gardner;Wynne Harlen;Louise Hayward;Gordon Stobart;Martin Montgomery


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