This book aims to give teachers, school heads, and others leaders and trainers in teaching, ideas and advice about improving formative assessment in the classroom. The ideas and advice are based on two years of work in a project which involved the team of authors at King's College working in close collaboration with thirty-six teachers in schools in Medway and Oxfordshire. This work was itself inspired by a review of over two-hundred and fifty research studies worldwide which established hard evidence that development of formative assessment raises students' test scores. This evidence has been confirmed by significant improvements in the achievements of the students in the project classes.After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers have found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered in taking on the changes in their classroom role that the new practices required and give guidance for school managements and LEAs about promoting and supporting the changes.The book is illustrated throughout with quotations from the writing of the teachers involved which describe in their own words how they turned the ideas from the King's staff into practical action in their schools.

Assessment for Learning

Education & Teaching

Black, Paul

Wiliam, Dylan

Harrison, Chris

Marshall, Bethan

Lee, Clara

Schools & Teaching

Open University Press

English Teachers - The Unofficial Guide

Bethan Marshall traces the competing traditions of English teaching and considers their relevance to the current debate through an analysis of English teachers' views about themselves and their subject. The findings are based on a highly original research method in which teachers were asked to respond to and comment upon five different descriptions of their approaches to English teaching. English Teachers - The Unofficial Guide: *contextualises current debates about English teaching within the subject's contested history *provides a vehicle for teachers to reflect on their own practice and locate themselves within the debate *opens up the debate on assessment practices within English teaching.

English Teachers - The Unofficial Guide: Researching the Philosophies of English Teachers

Reference

Foreign Language Study & Reference

Routledge

Improving Learning How To Learn

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Improving Learning How to Learn

Politics & Social Sciences

McCormick, Robert

MacBeath, John

Swaffield, Sue

FOX, ALISON

Carmichael, Patrick

Drummond, Mary-Jane

Pedder, David

Swann, Joanna

Sociology

The Pedagogy of Watching Shakespeare (Elements in Shakespeare and Pedagogy)

Literature & Fiction

British & Irish

Cambridge University Press

Policy, Belief and Practice in the Secondary English Classroom: A Case-Study Approach from Canada, England and Scotland

Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. 
The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English.

Spencer, Ernest

Hayward, Louise

Gibbons, Simon

Bloomsbury Academic

Testing English: Formative and Summative Approaches to English Assessment

Considers why summative assessment in English isdifficult and explores viewing it as an arts subject rather than one which is quantifiable and assessable objectively.&gt;

Words, Language & Grammar

Continuum

Testing English considers why English is such a difficult subject to assess summatively and takes the view that English is an arts subject rather than one which is quantifiable and assessable objectively. Bethan Marshall examines the nature of the subject, the battlegrounds of examinations over the last 100 years and considers some of the solutions that have been put in place to overcome the problem both in the UK and abroad. Testing English looks at the way English lends itself to formative assessment in that it actively encourages dialogue with the pupils in the absence of 'right answers'. It explores the complex relationship between formative and summative assessment and considers the relationship in the light of the introduction of Assessing Pupil's Progress (APP). Essential reading for postgraduate students and researchers looking at the complexities involved in assessing English.

The Last Letter

Religion & Spirituality

Christian Books & Bibles

Emerald House Group, Incorporated

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