menu
 
(0)
 
Developing Teacher Assessment
by Gardner, John, Harlen, Wynne, Hayward, Louise, Stobart, Gordon, Montgomery, Martin

Overview -
"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK.This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: The purposes of assessmentThe need for evidence to support innovationThe process and steps to develop new practicePerceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

  Read Full Product Description
 
Hardcover
$14.82

In Stock with our New/Used Market Vendor. Allow up to 30 days for delivery. Tracking is not available for this item.

FREE Shipping is not available for this item.help

 
 

Seller Information

Books From California
Simi Valley, CA, USA

 
 
 

More About Developing Teacher Assessment by Gardner, John, Harlen, Wynne, Hayward, Louise, Stobart, Gordon, Montgomery, Martin
 
 
 
Overview

"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK.This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: The purposes of assessmentThe need for evidence to support innovationThe process and steps to develop new practicePerceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

This item is fulfilled by our new and used marketplace. For more information, view our glossary of terms and abbreviations.
 
Details
  • PID: 14767133848
  • ISBN-13: 9780335237821
  • Publisher: Open University Press
  • Seller: Books From California
    Description: As New Condition-Over 500, 000 Internet Orders Shipped.
    Condition: Fine