Assessment

ElementaryTeacher ResourcesThemesAssessment




A Practical Guide To Child Observation And Assessment 4th Ed

ISBN: 9780748785261
Author:
Publisher: Nelson Thornes
Series: Assessment
Cover: Paperback
$29.95
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This best-selling book provides a full-colour guide to Child Observation and Assessment. Packed with examples of observation techniques, and documented examples, this is the only book students will need to build the skills required by the professional childcare practitioner. The book covers child observation components of all major childcare courses.

Active Learning Through Formative Assessment

ISBN: 9780340974452
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$39.95
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Shirley Clarke's latest book, following her hugely popular Formative Assessment in Action (2005), puts formative assessment within the context of active learning - pupil engagement, effective dialogue and reflective thinking - and is packed with practical advice and examples from early years to secondary, across all subjects.

Central to the whole process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do it. Drawn from across the age range, and all subjects, they exemplify effective learning objectives, clear success criteria, talk partner techniques, effective questioning, quality discussion with pupils, and self- and peer evaluation of work.

New themes include how to develop a growth mindset, so that pupils enjoy challenge rather than avoid it for fear of failure; how popular strategies such as thinking skills and building learning power complement formative assessment; advice on current national expectations for summative assessment; and planning with key skills. Shirley also explains how to set up your own action research learning team in an individual school, a cluster of schools or any other educational setting and how best to support classroom teachers in their journey through the culture and practice of formative assessment.

Down to earth, practical and direct, this book gives busy teachers the essential 'how to' information they need, with clear principles and theory to underpin the wealth of practical advice and examples.

Table of Contents: 
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


Assessment & Learning Pocketbook

ISBN: 9781906610654
Author: Smith, Ian
Publisher: Teachers' Pocketbooks
Series: Pocketbooks
Cover: Paperback
$14.95
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A pocketful of practical, inspiring ideas for using assessment to promote progress and improve learning.

Good assessment focuses mainly on improvement and is used to support progress. It helps learners to know how well they have learned and provides feedback on how they can do better; it encourages learners to support and help each other; it builds self-motivation, self-confidene and self-reliance. Sound familiar? These are the principles of formative asessment. You know the theory but how do you turn it into practice? That's where Ian Smith comes in. Let Ian explain the difference between formative and summative assessment. Let him walk you through writing and sharing leaning intentions and success criteria; promoting high quality interaction in lessons, verbal and written feedback, self- and peer- assessment. You'll find classroom strategies and inspiring ideas galore.

Sample Pages

Assessment In The Multi-ethnic Primary Classroom

ISBN: 9780948080517
Author:
Publisher: Trentham Books
Series: Assessment
Cover: Paperback
$23.95
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Raising standards in education is of current concern - to politicians and parents as much as to teachers and educational managers - and assessment is a vital component of good teaching. This book explored whether statutory assessment might diminish the measured attainment of ethnic minority children and affect their school careers.


Curriculum policy makers and teacher educators will find insights here which should inform their planning and delivery of education. Parents and governors will be alerted to issues within their spheres of influence. Teachers will find a wealth of advice and accounts of good practice that can help raise the achievement of black and bilingual pupils and maximise their educational opportunity.


The editor and her contributors - Celia Burgess-Macey, Patsy Daniels, Martin Francis, Maggie Gravelle, Pauline Lyeseight-jones, Rehana Minhas, Updesh Porter and Elaine Sturman - are all educational practitioners who have wide experience in the management of education and assessment in the multi-ethnic classroom.

Dyslexia Pocketbook

ISBN: 9781906610647
Author: Bennett, Julie
Publisher: Teachers' Pocketbooks
Series: Pocketbooks
Cover: Paperback
$14.95
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The word dyslexia has a Greek origin, 'dys-' meaning difficulty and '-lexia' meaning words or language. Dyslexia is not just a reading or spelling problem; it's a difficulty with language - reading, writing, speaking, spelling and information processing. It can, in turn, lead to social problems. This pocketbook is a practical guide to helping dyslexic students overcome their learning barriers and unlock their potential. Now in its 2nd edition, this extensively illustrated book is aimed at teachers in primary and secondary schools. It provides:

An outline of what dyslexia is and ways to recognise 'at risk of dyslexia' signs.

Information about learning profiles of dyslexic students.

Suggested solutions and practical techniques.

Ways to improve the performance of dyslexic students and pointers to further resources.

Following an opening chapter, What is Dyslexia? the book moves on to consider how multi-sensory learning can benefit students with dyslexia. Practical tools and techniques are provided for reading, handwriting, spelling, maths, speaking & listening, music, study skills and organisation. Raising self-esteem and using the 6 'Ls' for written and verbal communication (legibility, layout, language ,links, large picture/little chunks, let it settle & look again) are given chapters of their own as are the many different theories and practices currently in use.

A former primary school teacher, author Julie Bennett has delivered training on dyslexia to a range of professionals, from early years practitioners to Open University staff and students. She has mild dyslexia herself and writes from first hand experience, drawing on her work with children and adults with specific learning difficulties.

Sample Pages

Enriching Feedback In The Primary Classroom

ISBN: 9780340872581
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$38.95
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Shirley Clarke explains how to make full and effective use of oral and written feedback including marking strategies to promote children's learning in the primary classroom.

Marking and other forms of classroom feedback to pupils can actively boost self-esteem, motivate and actively promote learning or it can demoralise and alienate. The ways in which pupils can be involved in and told what is expected of them, how well they are doing and what to do next, and how their efforts are appraised, lie at the heart of effective assessment for learning.


Drawing on classroom research, and with a focus on practical issues and examples from across the primary curriculum, this book offers clear strategies for purposeful marking and effective feedback.


Shirley Clarke shows how marking and feedback complete the learning loop which starts with clear learning intentions and success criteria. Taking forward core themes developed in her book Unlocking Formative Assessment, she contrasts traditional and alternative approaches, showing how children respond to written, oral and incidental feedback. She explores different ways of marking, including pupil and paired marking, and explains which are most effective and why. INSET suggestions and advice on implementing a whole-school feedback policy (including liaising with parents) are also included.

Evidence-Based Teaching A Practical Approach 2nd Ed

ISBN: 9781408504529
Author: Petty, Geoff
Publisher: Nelson Thornes
Series: Assessment
Cover: Paperback
$52.95
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Evidence Based Teaching will help practically demonstrate how we should teach from the following sources:

1. School effectiveness and school improvement research
2. Best practice in University teaching
3. Best practice in FE teaching
4. Effect size studies carried out mainly in schools
5. Teaching Thinking skills
6. Multiple representations
7. Constructivism.

Together these strategies, ideas and advice provide us with both general principles for teaching, and very specific methods, all of which can substantially improve teaching and few of which are in common use.

This new, revised edition includes a variety of improvements to the text, as well as a fresh new design in line with its companion title, Teaching Today, 4th edn.


Formative Assessment In Action: Weaving The Elements Togethe

ISBN: 9780340907825
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$36.95
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This follow-up to Shirley Clarke's hugely popular Unlocking Formative Assessment shows how to weave all the elements of formative assessment, coherently and manageably, into everyday teaching. It gives teachers new confidence to experiment, analyze and modify their practice, to make formative assessment work in their own classrooms.

Uniquely, this book develops whole-lesson examples to showcase the key elements of formative assessment in action. Each chapter defines powerful aspects of formative assessment which are then exemplified in a teacher's own short account of a real lesson or series of lessons: how to establish clear learning objectives and success criteria; how to use questioning to transform the lesson focus and elevate thinking and learning; how to encourage self- and peer evaluation; and how to incorporate effective feedback into the lesson format through modelling and self- and paired marking.

Outstanding Formative Assessment, Culture & Practice

ISBN: 9781471829475
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$43.95
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Best-selling author Shirley Clarke provides a wealth of high quality ideas, practical strategies, classroom examples and whole-school case studies for teachers in primary and secondary schools.

The most comprehensive of Shirley Clarke's titles includes extensive examples, in full colour. The book is clearly structured around the ways in which teachers actually teach, with QR coded web video clips to illustrate key points in action.

- Helps teachers create an environment for pupils to be active learners, constant reviewers and self-assessors

- Ensures teachers start and finish lessons effectively by initially establishing their prior knowledge and capturing their interest and finally encouraging pupil reflection to find out what has been learnt and what still needs to be developed

- Develops learning by helping children articulate their understanding and focusing on constant review and improvement

- Focuses on whole-school development including lesson study, assessment policies and stories from outstanding schools

Chapters include:

1. Laying the foundations

2. Effective starts to lessons

3. Developing the learning

4. Effective ends to lessons

5. Whole school development

 

Special Needs Language And Literacy Assessment Handbook

ISBN: 9781444122022
Author: Backhouse, B. & P Ruback
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$39.95
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Language and literacy difficulties are common, have multiple aspects and various causes. Some pupils causing concern may be dyslexic - others are not. This highly practical handbook will enable non-specialist teachers in primary and secondary schools to:

- use a range of reliable techniques and resources to assess pupils' difficulties and needs

- inform effective remediation and support strategies

- monitor progress

- make appropriate IEP recommendations and referrals where necessary.

Starting from the basics of standardised assessment and what test scores mean, the authors look systematically at speech and language, phonological awareness and phonics, reading and writing, and the range of difficulties that children may experience, at all ages.

Giving just the essentail theory, the emphasis throughout is on what to do, how to do it. and then what to do next.

The concise 'summary' style, photocopiable checklists and resource listings will also make it a quick reference for more experienced professionals.

Publication Date: May 2011

Targeting Assessment In The Primary Classroom

ISBN: 9780340725313
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$27.95
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Every school is required to have explicit curriculum plans and an assessment policy which has to be adapted to the demands of the target setting. Class teachers also have to demonstrate to inspectors that they have planned their teaching to allow for effective assessment. This guide places the different styles and and purposes of assessment in the context of school-based curriculum planning, teaching and target-setting, and aims to put the child at the heart of the process.

Unlocking Formative Assessment

ISBN: 9780340801260
Author: Clarke, Shirley
Publisher: Hodder Arnold
Series: Assessment
Cover: Paperback
$38.95
Qty:


This highly practical guide explains how to implement assessment strategies that will engage and support children's learning, improve progress and raise confidence and self-esteem. For elementary school teachers, educators and principals.

The chapters on such topics as planning and target-setting are useful, but those on sharing learning intentions, pupil self-evaluation and feedback get to the heart of formative assessment.

If pupils understand clearly what they are meant to be learning, rather than simply completing the activities and exercises they are set, they are far more likely to benefit from the lesson.

Shirley Clarke provides plenty of examples taken from real classrooms of how formative assessment works in practice, with tables and posters for teachers to adapt to suit their own contexts.

The emphasis is on a whole-school approach. Each chapter includes a box of practical Inset ideas to get things started. The title of the final chapter, Using this book to make a difference, signals clearly the authors intention to offer a realistic strategy.

She acknowledges the likely obstacles, for example, from teachers who feel too pressurized already to take on new initiatives, and she suggests ways to overcome the problems.

As she explains: What matters is that every teacher is clear about the rationale for the practices in the school why you are doing what you do.

Black and Wiliams research showed that focusing on formative assessment could have a real impact on standards in classrooms. Shirley Clarke's book will help teachers to put these findings into practice.