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- James H. McMillan, Virginia Commonwealth University
Formative Assessment (AFL) supplies the strategy to support effective teaching, and to make learning deep and sustained. This book shows how to develop your planning for learner-centred day-to-day teaching and learning situations through an understanding of formative teaching, learning and assessment.
Within each chapter, based on real teaching situations, the strategies of the 'formative assessment toolkit' are identified and analysed:
- guided group teaching
- differentiation
- observation & evidence elicitation
- analysis & feedback
- co-construction
- reflective planning
- self-regulation
- dialogue & dialogic strategies.
The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; and MEd and MA post-graduate assessment/teaching and learning modules.
- James H. McMillan, Virginia Commonwealth University
Formative Assessment (AFL) supplies the strategy to support effective teaching, and to make learning deep and sustained. This book shows how to develop your planning for learner-centred day-to-day teaching and learning situations through an understanding of formative teaching, learning and assessment.
Within each chapter, based on real teaching situations, the strategies of the 'formative assessment toolkit' are identified and analysed:
- guided group teaching
- differentiation
- observation & evidence elicitation
- analysis & feedback
- co-construction
- reflective planning
- self-regulation
- dialogue & dialogic strategies.
The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; and MEd and MA post-graduate assessment/teaching and learning modules.
Professor Bill Boyle was Professor of Education, held the chair of Educational Assessment and Director of the Research Centre for Formative Assessment studies (CFAS) in the School of Education at the University of Manchester, UK from 1989-2014. During that period he conducted research for and advised the UK government¿s Department for Education and Department for International Development. The CFAS is the oldest research centre(founded 1988) in the UK for supporting teachers, teacher trainers, schools and policy makers in using formative teaching, learning and assessment and is involved in supporting the development of formative assessment in UK and in many countries around the globe. Professor Boyle and his co-author, Marie Charles, publish their research work in academic and practitioner journals, present at international conferences and workshops, and design and support international developments in the pedagogy of formative teaching and in using learning assessments. Currently, they are working with colleagues in Russia, Armenia, Tajikistan, Kyrgyzstan, Belarus, Saudi Arabia and the USA on understanding, training and using formative strategies for more effective teaching and learning.
The Guided Group Strategy
Differentiation
Observation & Evidence elicitation
Analysis & Feedback
Co-construction: The Active Involvement of Children
Reflective Practice
Self-regulated Learner - Learner Autonomy
Dialogue & Dialogic Teaching
Ways Forward
| Erscheinungsjahr: | 2013 |
|---|---|
| Fachbereich: | Didaktik/Methodik/Schulpädagogik/Fachdidaktik |
| Genre: | Erziehung & Bildung |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Seiten: | 240 |
| ISBN-13: | 9781446273326 |
| ISBN-10: | 1446273326 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Boyle, Bill
Charles, Marie |
| Hersteller: | Sage Publications |
| Maße: | 241 x 169 x 17 mm |
| Von/Mit: | Bill Boyle (u. a.) |
| Erscheinungsdatum: | 20.12.2013 |
| Gewicht: | 0,42 kg |
Professor Bill Boyle was Professor of Education, held the chair of Educational Assessment and Director of the Research Centre for Formative Assessment studies (CFAS) in the School of Education at the University of Manchester, UK from 1989-2014. During that period he conducted research for and advised the UK government¿s Department for Education and Department for International Development. The CFAS is the oldest research centre(founded 1988) in the UK for supporting teachers, teacher trainers, schools and policy makers in using formative teaching, learning and assessment and is involved in supporting the development of formative assessment in UK and in many countries around the globe. Professor Boyle and his co-author, Marie Charles, publish their research work in academic and practitioner journals, present at international conferences and workshops, and design and support international developments in the pedagogy of formative teaching and in using learning assessments. Currently, they are working with colleagues in Russia, Armenia, Tajikistan, Kyrgyzstan, Belarus, Saudi Arabia and the USA on understanding, training and using formative strategies for more effective teaching and learning.
The Guided Group Strategy
Differentiation
Observation & Evidence elicitation
Analysis & Feedback
Co-construction: The Active Involvement of Children
Reflective Practice
Self-regulated Learner - Learner Autonomy
Dialogue & Dialogic Teaching
Ways Forward
| Erscheinungsjahr: | 2013 |
|---|---|
| Fachbereich: | Didaktik/Methodik/Schulpädagogik/Fachdidaktik |
| Genre: | Erziehung & Bildung |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Seiten: | 240 |
| ISBN-13: | 9781446273326 |
| ISBN-10: | 1446273326 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Boyle, Bill
Charles, Marie |
| Hersteller: | Sage Publications |
| Maße: | 241 x 169 x 17 mm |
| Von/Mit: | Bill Boyle (u. a.) |
| Erscheinungsdatum: | 20.12.2013 |
| Gewicht: | 0,42 kg |
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