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ERIC Number: ED527718
Record Type: Non-Journal
Publication Date: 2011-Nov-23
Pages: 158
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-4155-6275-1
ISSN: N/A
Assessing Learning in the Primary Classroom. Understanding Primary Education Series
Johnson, Sandra
Routledge, Taylor & Francis Group
"Assessing Learning in the Primary Classroom" is an accessible introduction to the concepts critical to a professional understanding of this vital aspect of a teacher's role. It comprehensively considers the principles underpinning effective assessment, the different forms it can take and the different purposes it serves, both within and beyond the classroom. Linking the latest research and theory with examples of assessment in the classroom, it considers key issues such as: (1) "Why" we assess; (2) "How" we assess; (3) How we ensure quality in assessment: validity and reliability; (4) Assessment internal and external to the school; (5) Statutory assessment throughout the primary school; (6) Local, national and international assessment; and (7) Using assessment results in pupil, teacher, school and system evaluation. "Assessing Learning in the Primary Classroom" is for all students undertaking their PGCE, those working at masters level, and experienced teachers who wish to broaden their understanding of both the value and pitfalls of educational assessment. The following chapters are included in this book: (1) Introduction; (2) Accessing and using evidence of learning; (3) The building blocks of assessment; (4) Creating, using and interpreting tests; (5) Assessing quality in assessment; (6) Statutory assessment; (7) System evaluation; and (8) Using assessment results in evaluation.
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A