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Developing Teacher Assessment

Af: Martin Montgomery, John Gardner, Wynne Harlen, Gordon Stobart, Louise Hayward Engelsk Paperback

Developing Teacher Assessment

Af: Martin Montgomery, John Gardner, Wynne Harlen, Gordon Stobart, Louise Hayward Engelsk Paperback
Tjek vores konkurrenters priser
"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."
Professor Mary James, University of Cambridge, UK.

This book explores the processes involved in developing assessment practice. It 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.

The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including ''teaching to the test'' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"

There is coverage of key professional learning dimensions including:

  • The purposes of assessment
  • The need for evidence to support innovation
  • The process and steps to develop new practice
  • Perceptions of what counts as quality assessment in schools
The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.

This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

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"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."
Professor Mary James, University of Cambridge, UK.

This book explores the processes involved in developing assessment practice. It 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.

The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including ''teaching to the test'' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"

There is coverage of key professional learning dimensions including:

  • The purposes of assessment
  • The need for evidence to support innovation
  • The process and steps to develop new practice
  • Perceptions of what counts as quality assessment in schools
The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.

This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

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Se mere i:
Produktdetaljer
Sprog: Engelsk
Sider: 208
ISBN-13: 9780335237838
Indbinding: Paperback
Udgave:
ISBN-10: 0335237835
Kategori: Pædagogik
Udg. Dato: 16 feb 2010
Længde: 13mm
Bredde: 154mm
Højde: 229mm
Forlag: Open University Press
Oplagsdato: 16 feb 2010
Forfatter(e): Martin Montgomery, John Gardner, Wynne Harlen, Gordon Stobart, Louise Hayward
Forfatter(e) Martin Montgomery, John Gardner, Wynne Harlen, Gordon Stobart, Louise Hayward

Kategori Pædagogik

ISBN-13 9780335237838

Sprog Engelsk

Indbinding Paperback

Sider 208

Udgave

Længde 13mm

Bredde 154mm

Højde 229mm

Udg. Dato 16 feb 2010

Oplagsdato 16 feb 2010

Forlag Open University Press

Kategori sammenhænge