Assessment (What's in It for Schools) by Paul Weedon, Patricia Broadfoot, Jan Winter

By Paul Weedon, Patricia Broadfoot, Jan Winter

There was a lot debate at the reasons and strategies of evaluation during the last couple of years. This e-book gathers jointly the newest considering and appears at how evaluate can be utilized to advertise or inhibit studying. in contrast to different books out there, this one summarizes conception and indicates the way it should be most sensible positioned into perform, utilizing as little jargon as attainable. many of the concerns mentioned during this textual content comprise: * how evaluate can erode vainness and motivation* how abilities of mirrored image, self-evaluation and private aim environment can effect on studying* how some distance rookies of every age comprehend what they're required to profit* how a long way scholars may be able to overview their very own functionality and what faculties can do within the brief, medium and long term to advertise more advantageous studying. a part of the what is In It For faculties sequence, this e-book is perfect for academics and different non-academics serious about schooling who require a grounding within the factor to aid them of their day-by-day paintings.

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So there are two messages here: the first, already seen in other examples, that self-evaluation is an important part of making learning effective; the second that an emphasis on learning rather than performance can lead to improved outcomes. Given the push for ‘performance’ in terms of examination and test results in schools at the moment, perhaps this is a result that should be considered carefully. 28 Assessment What are the benefits of developing formative assessment? The evidence provided here shows that assessment for learning can help pupils make significant gains in learning.

Y10) What was the pupils’ view of targets? When targets are set for pupils they can be quickly forgotten and failure can result if there is no follow-up. In the LEARN project when targetsetting was discussed with pupils, most had only the vaguest idea of the process. ’ ‘I’m not sure if we will. ’ (Y10) One time after our reports we were given a sheet and had to write down targets for ourselves. In our organisers we’ve got a special page for targets where we write down what our targets are and a review date.

Can current practice be improved? 49 I’d like to be a chartered engineer—there’s lots of directions I could go. I think the more grades you get above C grade then the more options you have. I think maths, English and science cover a lot of the job aspects. (Y10) GNVQ students often had clearer ideas about their future plans than Alevel students. The strong vocational focus of the GNVQ work helped to reinforce students’ ideas while A-levels left students with a more open agenda. I’d like to do entertainment at Pontins or somewhere like that.

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