Unlocking Assessment (The Unlocking Series) by Sue Swaffield

By Sue Swaffield

Evaluation is inextricably associated with studying and instructing, and its profile in British colleges hasn't ever been larger. lately the price and significance of formative evaluate in assisting studying and educating has additionally turn into generally acknowledged. even though overview is a first-rate quandary of somebody all for schooling it is still a hugely advanced box the place a lot controversy and false impression abounds. This publication explores the values, rules, study and theories that underpin our knowing and perform of evaluation. It additionally presents sensible feedback and examples, and addresses a few key issues in regards to the destiny improvement of overview. The ebook makes available complicated yet an important principles and matters, in order that academics should be extra convinced and proactive in shaping evaluation of their study rooms, in ways in which aid studying and stay away from accidental damaging effects.

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Unlocking Assessment (The Unlocking Series)

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Since language, which is central to our capacity to think, is developed in relationships between people, social relationships are necessary for learning. Learning is by definition a social and collaborative activity in which people build knowledge and develop their thinking together. Learning involves participation and what is learned is not the property of an individual but distributed within the social group. For example, an ability to use language skills is not solely an indication of individual intelligence but of the intelligence of the community that developed the language, which the individual then puts to use.

QCA (Qualifications and Curriculum Authority) (2000) Curriculum Guidance for the Foundation Stage, London: DfES/QCA. —— (2003) Foundation Stage Profile, London: QCA. Rinaldi, C. (2006) In Dialogue with Reggio Emilia, London: Routledge. , Wu, D. and Davidson, D. (1989) Preschool in Three Cultures, New Haven: Yale University Press. Willes, M. (1983) Children into Pupils, London: Routledge and Kegan Paul. 19 095_02_unlocking 11/2/08 9:29 am Page 20 CHAPTER 2 Assessment and learning Mary James Can three generations of assessment practice be housed under the same roof or is inter-generational conflict inevitable?

In a Guardian review of the play (19 May 2004), Michael Billington wrote: Clearly Bennett is writing in praise of Hector and the non-utilitarian, antiGradgrind approach to education. At the same time, he is fair enough to show that in history, above all, you need a certain grounding in facts before you can begin to achieve interpretation. The point of this is to emphasize that we need not be against the memorization of facts and information if we nevertheless want to argue for a more complex and nuanced view of learning.

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