Active Learning Through Formative Assessment
By: Shirley Clarke (author)Paperback
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Down to earth, practical and direct, Active Learning Through Formative Assessment gives you the essential 'how to' information you need, with clear principles and theory to underpin the wealth of practical advice and examples. - Maximises pupil engagement, effective dialogue and reflective thinking - Packed with practical advice across all subjects from early years to secondary - Clearly explains how to use formative assessment to promote active learning in primary and secondary classrooms - Well-chosen examples flag up the practical 'implementation' issues across the full age and subject range.
They exemplify effective learning objectives, clear success criteria, talk partner techniques, effective questioning, quality discussion with pupils, and self- and peerevaluation of work - Shows how best to support teachers in implementing eff ective formative assessment across the whole school, a cluster of schools or any other educational setting, and how best to support class teachers in their journey through the culture and practice of formative assessment Themes include: - how to develop a 'growth mindset', so that pupils enjoy challenges rather than avoid them - how popular strategies such as 'thinking skills' and 'building learning power' complement formative assessment - planning with key skills
Shirley Clarke is an assessment consultant and trainer who is highly regarded by classroom teachers for her down-to-earth, practical approach to formative assessment, as well as a hugely successful author with an international reputation. A former primary teacher and advisory teacher, she is a popular speaker who is much in demand. Her courses and training days for teachers, and ongoing involvement in classroom research, give her both credibility and a down-to-earth perspective on day-to-day classroom realities. She was awarded an honorary doctorate by the University of Greenwich in 2007.
Introduction 1 Definitions, history and purposes of formative assessment 2 The link with summative assessment: long-, medium- and short-term assessment 3 The ideal learning culture 4 How can we maximise opportunities to think, discuss and question? 5 Asking worthwhile questions 6 How can planning maximise pupil engagement and achievement? 7 What makes effective learning objectives? 8 How will we know what learning objectives mean? 9 How will we know what excellence looks like? 10 How can we enable a process of constant review and improvement? 11 Setting up a learning team in your own educational setting, and supporting teacher development References
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- ID: 9780340974452
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