Making Good Progress?: The future of Assessment for Learning
Autor Daisy Christodoulouen Limba Engleză Mixed media product – 2 feb 2017
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment.Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.
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Specificații
ISBN-13: 9780198413608
ISBN-10: 0198413602
Pagini: 224
Ilustrații: Colour
Dimensiuni: 160 x 205 x 12 mm
Greutate: 0.36 kg
Ediția:New edition
Editura: OUP OXFORD
Colecția OUP Oxford
Locul publicării:Oxford
ISBN-10: 0198413602
Pagini: 224
Ilustrații: Colour
Dimensiuni: 160 x 205 x 12 mm
Greutate: 0.36 kg
Ediția:New edition
Editura: OUP OXFORD
Colecția OUP Oxford
Locul publicării:Oxford
Recenzii
Schools
are
going
to
have
to
re-think
their
methods
of
assessing,
recording
and
reporting,
from
scratch,
and
this
book
is
an
excellent
place
to
start.
Daisy is one of the leading thinkers on assessment in the UK and this book is essential reading for everyone who works in education. It shows that flaws in assessment are the cause of so many issues in our education system and gives us a clear path to fixing those flaws.
This book addresses some of the most pressing areas in the field: namely why assessment for learning has too often become assessment of learning and why marking and feedback are not the same thing. It sets out a new vision of assessment in a clear, fluid style that will be just as useful to the newly qualified teacher as the seasoned academic
Daisy is one of the leading thinkers on assessment in the UK and this book is essential reading for everyone who works in education. It shows that flaws in assessment are the cause of so many issues in our education system and gives us a clear path to fixing those flaws.
This book addresses some of the most pressing areas in the field: namely why assessment for learning has too often become assessment of learning and why marking and feedback are not the same thing. It sets out a new vision of assessment in a clear, fluid style that will be just as useful to the newly qualified teacher as the seasoned academic