Evaluation of Key Stage 3 Assessment in 1995 and 1996 at the University of Exeter
Author | : University of Exeter. School of Education |
Publisher | : |
Total Pages | : 103 |
Release | : 1996-01-01 |
Genre | : Ability |
ISBN | : 9781858380896 |
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Author | : University of Exeter. School of Education |
Publisher | : |
Total Pages | : 103 |
Release | : 1996-01-01 |
Genre | : Ability |
ISBN | : 9781858380896 |
Author | : School Curriculum and Assessment Authority |
Publisher | : |
Total Pages | : 103 |
Release | : 1995 |
Genre | : |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 141 |
Release | : 1997 |
Genre | : Educational tests and measurements |
ISBN | : 9781858382173 |
Author | : Wynne Harlen |
Publisher | : SAGE |
Total Pages | : 178 |
Release | : 2007-10-02 |
Genre | : Education |
ISBN | : 1849203482 |
This book takes a critical look at how students′ achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers′ judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).
Author | : National Foundation For Educational Research |
Publisher | : Routledge |
Total Pages | : 1520 |
Release | : 2005-11-30 |
Genre | : Education |
ISBN | : 1134688830 |
The latest volume of The Register of Educational Research in the United Kingdom lists the major research projects being undertaken in Britain during the latter months of 1994, the whole of 1995 and 1996, and the early months of 1997.
Author | : |
Publisher | : |
Total Pages | : 182 |
Release | : 1995 |
Genre | : Educational tests and measurements |
ISBN | : |
Author | : School Curriculum and Assessment Authority |
Publisher | : |
Total Pages | : |
Release | : 1994 |
Genre | : Educational tests and measurements |
ISBN | : |
Author | : British Library. Document Supply Centre |
Publisher | : |
Total Pages | : 908 |
Release | : 1996 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Dr Theo Cox |
Publisher | : Routledge |
Total Pages | : 202 |
Release | : 2014-05-01 |
Genre | : Education |
ISBN | : 1135402574 |
The child-centred principles of early years education - which emphasize play and holistic learning - are being challenged by the implementation of a subject-based National Curriculum. The contributors to this book explore this challenge and offer some ways of meeting it practically and productively. Issues covered include: pedagogical issues, such as the cross-curricular, topic-based teaching; teacher's attitudes to subject knowledge; assessment issues, including baseline assessment at the age of five; and parental attitudes to the National Curriculum and its content at Key Stage 1.