* How do teachers assess the ordinary classroom work of young children?
* How do pupils understand and respond to that assessment - does it help or hinder their development?
* How can classroom assessment be developed to be more effective in assisting the learning process?
This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas. The book is based on extensive video and audio tape recordings of classroom assessment 'incidents' along with interviews of teachers and pupils about the process of assessment.
Recenzijos
"This book stands as an example of high quality research. Published at a time when educational research in the United Kingdom faces substantial attack and critique, it is good to have such work in the public domain." - Andrew Pollard, University of Bristol
| Foreword |
|
v | |
| Acknowledgements |
|
vii | |
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|
viii | |
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1 | (7) |
|
Defining and investigating formative assessment |
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8 | (13) |
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Teachers' perceptions of `teacher assessment' |
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|
21 | (23) |
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Classroom assessment and the language of teaching |
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44 | (22) |
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The power of assessment: appropriating children's responses for learning, or social control? |
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66 | (17) |
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Formative assessment and learning: where psychological theory meets educational practice |
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83 | (23) |
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Ask a genuine question, get a genuine answer |
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106 | (25) |
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Constructing and integrating assessment and learning |
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131 | (20) |
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Formative classroom assessment: prospects for improvement |
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151 | (20) |
| Appendix |
|
171 | (2) |
| References |
|
173 | (6) |
| Index |
|
179 | |
Dr Harry Torrance is Director of the Graduate Research Centre in Education and a Reader in Education at the University of Sussex. He was formerly Research fellow in the Assessment and Evaluation Unit, Southampton University and Senior Research Associate at the Centre for Applied Research in Education, University of East Anglia. He has directed several research projects investigating teacher involvement in assessment, and also has extensive experience of curriculum and programme evaluation.
Dr John Pryor is a research fellow at University of Sussex Institute of Education. Following graduation from the University of Oxford, he trained as a teacher and spent 18 years as a school teacher, working mostly in the primary sector. During this time he completed a DPhil in Education, part-time, at the University of Sussex. He is currently working with Harry Torrance on an ESRC project to develop formative assessment in primary schools. Other interests include practitioner research and classroom processes.
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