Assessment in Secondary Schools: The New Teacher's Guide to by Val Brooks PDF

By Val Brooks

ISBN-10: 0335206379

ISBN-13: 9780335206377

"This is a crucial e-book. overview is likely one of the so much technically and professionally not easy of issues for brand spanking new lecturers. Val Brooks has introduced her personal remarkable technical services to endure, and units out the main specialist calls for in a radical, logical and transparent approach. The ebook attracts largely on functional examples which exemplify and improve the argument. New academics will locate it a useful consultant; skilled lecturers will locate that it widens their figuring out of review as a device for studying" - Chris Husbands, college of Warwick "Mentors will locate a lot to assist their periods with scholar academics, whereas senior employees chargeable for expert improvement can have a valid, simply learn resource of fabric. hugely advised" - British magazine of academic experiences How can new lecturers use evaluation to reinforce their instructing? How can evaluate support students to benefit? What are the preparations for trying out and examinations and the statutory evaluation necessities at secondary tuition point? This ebook is geared toward scholars who're getting ready to educate in secondary colleges, and newly certified lecturers of their induction yr. the total textual content is dedicated to review and for this reason it may supply an in-depth attention of facets of review which workout academics in the beginning in their profession, for instance the connection among evaluation and studying, how evaluation contributes to making plans, methods of marking students' paintings, writing experiences for fogeys and conferences with mom and dad. even though it is knowledgeable by way of idea and examine, the textual content has a pragmatic orientation. It offers sensible examples for readers to contemplate in constructing their very own practices and makes feedback for actions meant to assist starting academics to enhance their very own rules and insights into review. The textual content is written for a graduate and undergraduate viewers and goals to advertise a considerate, well-informed method of evaluation and important information of matters which come up out of form.

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Extra resources for Assessment in Secondary Schools: The New Teacher's Guide to Monitoring, Assessment, Recording, Reporting and Accountability

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Those with positive self-esteem tend to be strongly motivated to learn and display a willingness to take intellectual risks and tackle difficult tasks. They see success as within their grasp providing they are prepared to try hard enough and do not regard their intelligence as fixed but as capable of improvement. When tasks prove difficult, they do not give up easily but persist, working in flexible and reflective ways. Their confidence is not undermined by failures which they do not attribute to lack of intelligence.

At the primary level, teachers who have adopted this approach: often report dramatic changes in the culture of the classroom and in children's application and attitude to their work ... • Children are more focused on the task. • Children will persevere for longer. • The quality of children's work improves. • Behaviour, especially time-wasting tactics at the beginnings of lessons, improves. (Clarke 1998: 55) 34 Assessment and learning: the classroom context In the mid-1990s, I was involved in the evaluation of a local education authority (LEA) project designed to raise achievement in the authority's schools (Brooks and Little 1995, 1997).

Criterion-referencing is a member of the formative/ipsative assessment 'family'. Indeed, Black (1998: 63) argues that formative assessment 'requires criterion-referencing'. Criterion-referencing involves specifying the knowledge, skills, concepts or other qualities required to achieve a particular level, grade or qualification. All those who meet requirements are awarded accordingly. Sb), details what candidates must do to achieve Key Skills level 3 when performing a given task. However, conventional classroom practice is characterized by 'a tendency to use a normative rather than a criterion approach' (Black and Wiliam 1998a: 18).

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Assessment in Secondary Schools: The New Teacher's Guide to Monitoring, Assessment, Recording, Reporting and Accountability by Val Brooks


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