Assessment for Learning and Teaching in Secondary Schools by Martin Fautley

By Martin Fautley

Overview is crucial to instructing and studying, but is among the such a lot tricky components perform. This booklet publications trainee secondary lecturers via its complexities and offers useful thoughts, exemplified by way of case experiences. It examines concerns akin to diagnosing difficulties, sharing studying ambitions, review as a device for motivation, powerful making plans, utilizing proof to evolve educating, peer and self evaluation, studying via discussion and realizing formative evaluation. certain in particular at trainees, this article hyperlinks explicitly to the recent QTS criteria, and its initiatives offer possibilities for mirrored image and for practicing the variety of abilities inquisitive about assessing scholars.

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This is by no means the only way in which questioning can be considered, but it does have the advantage of being a tried-and-tested device, and, as it has figured in a number of recent governmental initiatives, is one with which teachers in schools are likely to have some familiarity. Bloom’s taxonomy Bloom’s taxonomy of educational objectives of the cognitive domain was first published in the 1950s and resulted from Bloom and his fellow researchers categorising and classifying 39 Formative assessment questions which were commonly asked in educational settings.

Would it be a good thing if. . 1, think about a lesson you will be teaching soon, and prepare a series of questions from knowledge through to evaluation. However, using questioning as an assessment for learning activity involves more than just asking good questions. You also need to listen to the answers, pay attention to, and act upon, what the students tell you. Questioning by itself might not tell you anything – it is what you do with the answers that becomes important. Thinking about this leads us towards the next area of formative assessment which we shall consider, that of feedback.

There are likely to have been a number of different answers to this question, so in order to clarify and focus our thinking, let us turn to one of the major publications from the early days of formative assessment research, Inside the Black Box (Black and Wiliam, 1998b). In this 37 Formative assessment publication Black and Wiliam suggest that there are four areas involved in formative assessment: . . questioning; feedback; sharing criteria; self assessment. Since then, a fifth area has often been added, that of peer assessment; sometimes linked with self-assessment, and sometimes treated as a topic in its own right.

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