Assessment for learning and teaching in secondary schools by Martin Fautley

By Martin Fautley

Review is imperative to instructing and studying, but is among the so much tricky components perform. This publication courses trainee secondary academics via its complexities and gives functional techniques, exemplified by way of case experiences. It examines concerns reminiscent of diagnosing difficulties, sharing studying targets, review as a device for motivation, potent making plans, utilizing facts to conform educating, peer and self review, studying via discussion and realizing formative overview. certain particularly at trainees, this article hyperlinks explicitly to the hot QTS criteria, and its projects supply possibilities for mirrored image and for training the variety of talents occupied with assessing scholars.

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Clearly written learning outcomes can either become their own assessment criteria, or will lead in a linear fashion to crafting assessment criteria from them. What this means for you in practice is that you have to spend some time in carefully planning your learning outcomes. In addition you are likely to be required to differentiate your learning outcomes. Let us take a three-part differentiation of learning outcomes into ‘all’, ‘most’ and ‘some’. In this not uncommon form of differentiation of learning outcomes, ‘all’ refers to the base level of achievement; this is what everyone in the class will learn.

Why were they used? What was their purpose? It may be that you feel that the answer to the first of these questions is obvious. For example, the teacher wanted to know how much had been learned, and so gave the students a test. The test was used to find out how much of the topic had been learned, and the purpose was to tell the teacher which individuals had learned what. However, let us unpick this a little further. Think about what the test entailed. One issue which causes concern for teachers and students alike, is whether the test in question is a valid one or not.

Learned about the nature of summative assessment; considered differences between marking and grading; thought about quality in your subject area, and how you can assess it; learned about implementing summative assessment strategies in your teaching; considered the role of summative assessment in certifying achievement; thought about teaching from published examination specifications; thought about ways in which summative assessment can be used to develop learning. Professional Standards for QTS This chapter will help you to meet the following Professional Standards for QTS: Q10, Q12, Q26a, Q26b, Q28 Introduction We have already discussed in the opening part of this book how one of the main features of summative assessment is that it looks back on achievement.

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