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Formative Assessment for Teaching and Learning

by Bill Boyle and Marie Charles SAGE Publications Ltd
Pub Date:
Hbk 240 pages
AU$209.00 NZ$213.91
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Increased government emphasis on assessment means that teachers need their own philosophy of teaching and learning, to provide a purpose and rationale for their pedagogy. This valuable guide will show you how formative teaching, learning and assessment can enrich day-to-day teaching situations, making learning deep and sustained. Each chapter is based on real situations, and outlines practical strategies such as: ' guided group teaching ' differentiation ' observation and evidence elicitation ' analysis and feedback ' co-construction ' reflective planning ' self-regulation ' dialogue and dialogic The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to students on international and national teacher training for both ITT and in-service; primary and secondary phases; M.Ed post-graduate assessment/teaching and learning modules.

What is formative assessment?
The Guided Group Strategy
Observation & Evidence elicitation
Analysis & Feedback
Co-construction: The Active Involvement of Children
Reflective Practice
Self-regulated Learner - Learner Autonomy
Dialogue & Dialogic Teaching
Ways Forward

'The principles in this book can be applied to any age and stage of development in education and it will be useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; Med and MA post-graduate assessment/teaching and learning modules'
Professor Bill Boyle holds the chair of Educational Assessment and is Director of the centre for formative assessment studies(CFAS) in the school of Education at the University of Manchester, UK. 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 developments in formative teaching, learning and assessment. Currently, they are workA­ing with colleagues in Russia, Armenia, Oman, Saudi Arabia and the USA on understanding, training and using formative strategies for more effecA­tive teaching and learning. Marie Charles is a teacher, formative assessment researcher and conA­sultant and an author whose work demonstrates that she believes pasA­sionately in the learner (rather than measurement or grading) being at the centre of the education process a a belief that she carries into her classroom practice.