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Informationen zum Autor David Spendlove Klappentext Putting Assessment for Learning into Practice is about the purpose of teaching and assessment as a means to ensuring deep, maximised, engaged and challenging learning. The simple message is good teaching can overcome bad testing and central to assessment for learning is empowering learners through developing learning autonomy. This means involving learners in their own learning through reflection but also as co-constructors and co-negotiators of their learning. This book is for all teachers and school leaders who are committed to ensuring learners are engaged in successful, meaningful and deep learning. Effective strategies based upon good practice are identified which place teachers and learners as central to the process of owning and adapting their teaching and learning. Vorwort Effective assessment is central to the functioning of all schools and this resource from David Spendlove offers guidance for driving student attainment and progress through the Assessment for Learning initiative. Zusammenfassung Putting Assessment for Learning into Practice is about the purpose of teaching and assessment as a means to ensuring deep, maximised, engaged and challenging learning. The simple message is good teaching can overcome bad testing and central to assessment for learning is empowering learners through developing learning autonomy. This means involving learners in their own learning through reflection but also as co-constructors and co-negotiators of their learning. This book is for all teachers and school leaders who are committed to ensuring learners are engaged in successful, meaningful and deep learning. Effective strategies based upon good practice are identified which place teachers and learners as central to the process of owning and adapting their teaching and learning. Inhaltsverzeichnis Acknowledgements Introduction Chapter 1 - Feedback and learning There are only two questions needed. Summative, Formative and Assessment for Learning Feedback that helps learning - the point of contact Linking feedback to objectives Creating the right emotional environment for feedback Gaining feedback from learners - communication Shaping the learning journey Differentiation - central to AfL Sharing criteria Comment only marking Planning intervention Where does all the time for this come from? Chapter 2 - Questioning and Dialogue Pre planning questions (with colleagues) Question routines Blooming questions Using wait time Involving everyone in dialogue Targeting questions Think Pair Share Look no hands Key questions to frame the learning Socratic questioning Putting it all together Chapter 3 - Further elements of AfL and learning. The learner and assessment - Peer assessment Engaging learners with criteria From Quality Control to Quality Assurance Lesson design - building in not adding on Writing objectives Sharing Objectives using WILT and WALT OLl Model and Share AfL and Personalised learning Learner (pupil) Voice Just in time or just in case Self Esteem and Self efficacy Motivation Plenaries Portfolios Chapter 4 - the big picture Teacher constructs Formative use of summative assessment Findings from research into AfL Developing whole school approach to AfL Autonomy not automation - comment only feedback. Communicating learning expectations -what and should you share? Peer review /Coaching Changing attitudes and expectations - reframing. Working collaboratively Assessment reform group 10 Principles for AfL Self evaluation - where are we? Further reading ...
