When I was in the classroom, I used to tell students that if two students had exactly the same answers to a GCSE paper, some right, some wrong, then the one who showed their working out would get the better marks. I used to ban correction fluid, not because they would sniff it, but because [...]
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Within formative assessment there are norm referenced assessment, criterion referenced assessment and “ipsative” assessment. Assessment defined as “Non reference” is where a learner is compared to another set of learners. An example of this “diagnostic” approach is CATS tests where learners are measured against an average for their age group. These tests are used to [...]
The ten principles of assessment for learning to guide classroom practice identified by the Assessment Reform Group [2002]: Assessment for learning should: 1. be part of effective planning for teaching and learning; 2. focus on how students learn; 3. be recognized as central to classroom practice; 4. be regarded as a key professional skill for [...]
For PGCE or GTP students the following principles will be ideas that you have heard in lectures, if you have not than these are concepts that you need to get yourself familiar with; 1. Assessment for learning should be part of effective planning of teaching and learning A teacher’s planning should provide opportunities for both learner and [...]
Assessment for learning: a powerful way to improve learning and raise standards. Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they [...]