Assessment

Introduction; Guide to the book; Further reading; 1. Assessment and its purposes; 2. Assessment Types; 3. Assessment through the Year; 4. Learning and Assessment: The Teacher's Role; 5. Learning and assessment: Implications for Assessment; 6. The daily formative process: assessment at the centre of learning; 7. Creating time to formatively assess; 8. Creating opportunities for greater participation; 9. Questioning Strategies to Promote Engagement; 10. Constructive Feedback; 11. Record Keeping. Introduction; Guide to the book; Further reading; 1. Assessment and its purposes; Introduction; Assessment as a process; Accountability; Layers of Accountability; The School Improvement Agenda; Uses of data collected for accountability; Public expectations; A school for a child; the parents' or carers' choice; Teachers and other school staff; The Local Authority view; Ofsted's approach; The impact of National Tests; The Teacher's role and Assessment; Pupils' inner needs and assessment; Summary; 2. Assessment Types; Introduction: Summative and formative assessment; Summative assessment; Formative assessment; Diagnostic assessment; Ipsative assessment; Summary; 3. Assessment through the Year; Introduction; Tests and examinations; Assessment through the year; Introductory Information; The daily formative assessment; First meeting with parents or carers; Half-term review; End of Term; End of Year; Transfer; Case Study: Managing assessment in a Nursery Infant School; The appraoch to assessment; Developing the appraoch; Recording assessment in the classroom; The half-term review; Reporting to parents and carers; 4. Learning and Assessment: The Teacher's Role; Introduction; Inner Needs and External Control; Teacher's Goals; Teacher in control approach; Teacher as guide approach; View of children; View of learning; Summary; 5. Learning and assessment: Implications for Assessment; Introduction: Implications for assessment; Open formative assessment. Rewards and Feedback; Using both approaches; Is school based learning different?; Teach less, more thoroughly; Teach children how to learn; Summary; 6. The daily formative process: assessment at the centre of learning; Introduction; The day to day promotion of formative assessment as a process; Summary; 7. Creating time to formatively assess; Introduction; Adjusting medium term planning; Using formative assessment in the lesson and lesson evaluation; Allowing response time for homework remarks and other marking; Allowing response time for individual targets; Responding to individuals in class; Summary; 8. Creating opportunities for greater participation; Introduction; Teaching strategies to encourage discourse; Clear learning objectives; Providing more discursive and decision making situations through pupil working styles and task types; Summary; 9. Questioning Strategies to Promote Engagement; Introduction; Pupils' responses to questioning; A repertoire of question types; Response time; Applying questioning strategies to stages of a lesson; Teaching a new learning objective; Whole class review of a learning objective; Group work; The plenary; Getting the pupils to ask the questions; The quality of the questions and question sequences; Summary; 10. Constructive Feedback; Introduction; Constructive feedback; Reward - valuing learning rather than grading?; Feedback during the session; Clear marking criteria and related, constructive feedback; Feedback in the form of grades; Action plans and target setting; Creating pupils who can self-assess through pupil strategies; Assessment and evaluation; Pupil self evaluation; Summary; 11. Record Keeping; Introduction; Informal record keeping; Using ICT to record. Recording for classroom management; Records are not a guarantee of secured pupil knowledge; Records for others - reporting; A word of warning; Profiles; Profile of best work; Profile of pupil progress; Pupil ownership; A shared profile; The class teacher using records to support learning; Summary; References; Appendix 1.