This book aims to give teachers, school heads, and others leaders and trainers in teaching, ideas and advice about improving formative assessment in the classroom. The ideas and advice are based on two years of work in a project which involved the team of authors at King's College working in close collaboration with thirty-six teachers in schools in Medway and Oxfordshire. This work was itself inspired by a review of over two-hundred and fifty research studies worldwide which established hard evidence that development of formative assessment raises students' test scores. This evidence has been confirmed by significant improvements in the achievements of the students in the project classes.After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers have found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered in taking on the changes in their classroom role that the new practices required and give guidance for school managements and LEAs about promoting and supporting the changes.The book is illustrated throughout with quotations from the writing of the teachers involved which describe in their own words how they turned the ideas from the King's staff into practical action in their schools.

Assessment for Learning

Education & Teaching

Black, Paul

Wiliam, Dylan

Harrison, Chris

Marshall, Bethan

Lee, Clara

Schools & Teaching

Open University Press

Improving Learning How to Learn

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Politics & Social Sciences

McCormick, Robert

MacBeath, John

Swaffield, Sue

FOX, ALISON

Carmichael, Patrick

Drummond, Mary-Jane

Pedder, David

Swann, Joanna

Sociology

Routledge

Student Assessment: Better Evidence, Better Decisions, Better Learning

Fisher, Douglas

Frey, Nancy

Corwin

Dial back and make room for impact 
With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance. 
In Making Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you’ll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effective―and how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation work―at school, in teaching teams, or at the system level 
It’s time to get our lives back―without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we’ll have more time for what truly matters.

Making Room for Impact: A De-implementation Guide for Educators

HATTIE, JOHN

Hamilton, Arran

Making Room For Impact: A De-implementation Guide For Educators

Language teachers face unique challenges. To ensure that students reach their learning goals, interaction is particularly important. World language teachers need to have a strong understanding of each student's progressand students must have a clear picture of what their goals are and how they can attain them. Drawing from evidence-based research findings, Modern Foreign Languages Inside the Black Box: Assessment for Learning in the Modern Foreign Languages Classroom clearly explains why it's so critical to embed formative assessment into language classroom practice. Leading international education authorities Jane Jones and Dylan Wiliam explore the strong correlation between formative assessment and increased student achievement and provide recommendations to help world language educators.

Modern Foreign Language Inside the Black Box: Assessment for Learning in the Modern Foreign Languages Classroom

Jones, Jane

Learning Sciences Intl Llc

A practical, research-based guide to embedding formative assessment into design and technology classroom practice  As design and technology teachers work to help students reach learning goals, they face unique challenges. Careful planning is key to meeting the expectations of design and technology instruction, and formative assessment helps these educators maintain a strong understanding of students' progress.  Drawing from evidence-based research findings, Design and Technology Inside the Black Box: Assessment for Learning in the Design and Technology Classroom clearly explains why it's so critical to embed formative assessment into classroom practice. Leading international education authorities Judy Moreland, Alister Jones, and David Barlex explore the strong correlation between formative assessment and increased student achievement and provide recommendations to help design and technology educators:  * Develop formative assessment within a design and technology department  * Improve

English Inside the Black Box: Assessment for Learning in the English Classroom

Marshall, Bathan

Drawing from evidence-based research findings, this booklet explores the strong correlation between formative assessment and increased student achievement. The authors provide recommendations to help math teachers develop formative assessment within a mathematics department using feedback, evidence, student self-assessment, and effective approaches already in place.

Mathematics Inside the Black Box: Assessment for Learning in the Mathematics Classroom (Rhe Black Box Assessment for Learning)

Hodgen, Jeremy

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in K-12 classrooms: Clarifying, sharing, and understanding learning intentions and success criteria Engineering productive discussion and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for each other Activating students as owners of their own learning The authors provide guidance on when and how to use the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.

Embedding Fomative Assessment: Practical Techniques for K-12 Classrooms

Siobhán Leahy

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