Promoting Assessment as Learning: Improving the Learning ProcessPromoting Assessment as Learning sets out to re-examine the relationship between assessment and learning in the classroom. It argues that assessment is an important part of pupil learning, and needs to be understood by pupils in order to help them make judgements about their own progress. This timely book explores the theories of learning and assessment within the context of national tests and also through the theme of self-assessment. It offers practical approaches to help teachers translate national policy into meaningful classroom practice, and suggests ways to help pupils develop their own assessment skills through a process of consolidation, reflection and revision. This book will appeal to new and practising primary school teachers and headteachers and those on in-service courses. It will also be of interest to students on initial teacher training and higher degree courses. |
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Promoting Assessment as Learning: Improving the Learning Process Ruth Dann No preview available - 2002 |
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able accountability achievement active agreed aims areas asked aspects assessment assumptions attempt changes chapter claimed classroom clear complex concepts consideration considered constructed context criteria designed discussion emphasis encourage engage evidence examined example experiences explored extent focus formative formative assessment framework further give given grade highlighted ideas identified impact important improvement included indicated individual influence initiative intended interest interpretation involved issues judgements knowledge learning lesson limited linked means measured National Curriculum objectives offered outlined particular performance perspectives possible potential practice preparation presented primary priorities problem professional progress promoted pupil learning pupils questions range reasons recognise reflect responses role seeks seemed self-assessment sense skills social specific Stage standards strategies structure suggests task teachers teaching tests theory thinking understanding