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ERIC Number: ED546817
Record Type: Non-Journal
Publication Date: 2013
Pages: 32
Abstractor: ERIC
Reference Count: 43
ISBN: 978-1-909437-26-5
ISSN: N/A
Assessment for Learning: Effects and Impact
Flórez, María Teresa; Sammons, Pamela
CfBT Education Trust
The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on assessment for learning. Assessment for learning (AfL)--where the first priority is to promote learning--is a key means of initiating improvement. This review proposes that in order to encourage AfL, subject departments: (1) have an atmosphere in which teachers are expected to watch others in action--to actively support peer observation; (2) recognise and value current skills and help teachers to identify their current formative practice; (3) have meetings where teachers discuss learning; and (4) give teachers time to plan well by encouraging them to mark less, but mark better. The review concludes by identifying two sets of guidelines for policymaking and practice.
CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: CfBT Education Trust (United Kingdom); University of Oxford (England), Department of Education