Assessment in schools has become a hotly debated issue in education. In the wake of political pressures for accountability, educators have sought to defend the principle that assessment should serve the interests of learners and learning. With the aim of improving learning and raising standards, this book presents a case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The author draws on and discusses the practical
application of a range of theoretical and philosophical research, encouraging a holistic approach and focused teacher-intervention. The book provides material for reflection as well as practical tips, and is suitable for instrumental and classroom teachers (at all levels, but particularly 11-18), and
the academic community.
- ISBN10 0193362899
- ISBN13 9780193362895
- Publish Date 14 January 2010
- Publish Status Active
- Out of Print 8 March 2021
- Publish Country GB
- Imprint Oxford University Press
- Format Paperback
- Pages 240
- Language English