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Assessment for Learning :

By: Contributor(s): Material type: TextPublication details: Maidenhead : McGraw-Hill Education, 2003Description: 1 online resource (146 p.)ISBN:
  • 1280950803
  • 0335224296
Subject(s): DDC classification:
  • 371.3
Contents:
Cover; Half Title; Title; Copyright; Contents; Acknowledgements; The authors; Chapter 01; Chapter 02; Chapter 03; Chapter 04; Chapter 05; Chapter 06; Chapter 07; Chapter 08; Glossary; References; Index
Summary: The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students¿ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research backgrou
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Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Books Jos Study Centre LB3056 .B52 2011 (Browse shelf(Opens below)) Available 0181729
Books Spec. Study Centre Immigration, Gwagwalada, Abuja LB 3056 .B53 2011 (Browse shelf(Opens below)) Available 0185428

Description based upon print version of record.

Cover; Half Title; Title; Copyright; Contents; Acknowledgements; The authors; Chapter 01; Chapter 02; Chapter 03; Chapter 04; Chapter 05; Chapter 06; Chapter 07; Chapter 08; Glossary; References; Index

The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students¿ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research backgrou

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