By Prof E C Wragg
Assessment is now considered as a 'high stakes' factor: colleges, academics, and person students are usually judged by means of the result of nationwide assessments and public examinations.
This e-book addresses either formal and casual methods of assessing kid's paintings and development. students' studying is frequently ignored within the debate, so this ebook places what young children truly study correct at its centre and contains them sensibly and properly within the development of educating and learning.
The publication is split into six devices the place Ted Wragg deal with issues corresponding to:
* ideas and reasons of review * written, oral and sensible review * self-assessment the 'whole institution' technique * employees improvement and appraisal.
The inclusion of attempted and demonstrated sensible actions, dialogue subject matters, images, cartoons and case examples makes this a truly undemanding booklet for either trainee and skilled lecturers in secondary schools.
This is certainly one of a collection of 8 cutting edge but useful source books for academics, focussing at the school room and masking important talents for basic and secondary academics. The books are strongly inspired through the findings of various study initiatives in which countless numbers of lecturers have been saw at paintings. the 1st variations of the sequence have been bestsellers, and those revised moment variations could be both welcomed via lecturers wanting to enhance their instructing skills.
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Extra info for Assessment and Learning in the Secondary School
Nevertheless, a great deal can be learned, despite the caution that must be exercised when reaching conclusions. Assessing priorities is one prime example of the use of observation. The American researcher Jacob Kounin (1970) described the classroom management of teachers who are able to split their attention between the children they are with and the rest of the class, a skill he called ‘withitness’. It enables them to decide which children may need help, who appears to have lost interest, which pupils have finished their work, and to respond to those with hands raised, seeking the teacher’s attention.
To give more time or a further attempt would breach the conditions under which the ‘norms’ had been determined. In theory, criterion-referenced tests are measuring whether or not someone can do something, so allowing a little extra time, or re-taking the test, makes little difference. Criteria are usually listed in terms of what people should know or be able to do to obtain the award or to be given a particular grade or level. Syllabus statements are often expressed in ‘can do’ terms, like ‘Can multiply two three-digit numbers’, or ‘Can convert a fraction to a decimal’, or ‘Knows the dates of all the English kings and queens from Queen Victoria to the present day’.
It doesn’t work. It’s too expensive. Take mobile phones, for example. Everybody’s got one. What about the economics of them? They can be quite dear if you get the wrong deal. Something else … 35 36 ASSESSMENT AND LEARNING IN THE SECONDARY SCHOOL Feedback This mismatch of question and response went on, back and forth like a table tennis match, with no feedback from the teacher about why the pupils’ answers were not acceptable. What he really wanted to talk about was consumers and the market: the relationship between demand for a product, the supply of it and INFORMAL METHODS OF ASSESSMENT the price people have to pay.
Assessment and Learning in the Secondary School by Prof E C Wragg