.

0 (hodnocen0 x )

BK

Maidenhead : Open University Press, 2003

vi, 135 s. ; 23 cm

ISBN 0-335-21297-2 (brož.)

ISBN 978-0-335-21297-2 (dotisk ; brož.)

Dotisk 2010

Obsahuje bibliografické odkazy a rejstřík

000191362

Contents // Acknowledgements vii // The authors ix // 1 Introduction: Why study this book? 1 // What is proposed? 1 // Why take formative assessment seriously? 2 // How this book tells its story 3 // 2 The source of the ideas 6 // Introduction 6 // The research evidence 6 // Current practice 10 // Planning further work 12 // 3 How teachers developed the ideas with us 17 // The starting point 17 // The schools and teachers involved 19 // The way it went 20 // Qualitative data 25 // Quantitative data 26 // 4 Putting the ideas into practice 30 // Four types of action 30 // Questioning 32 // Feedback by marking 42 // Peer- and self-assessment 49 // The formative use of summative tests 53 // Implications 57 // 5 Looking at practice more deeply 58 // Subject knowledge and learning needs 58 // Differences between subjects 67 // Attitudes and beliefs 74 // Research into learning 77 // vi CONTENTS // 6 Changing yourself 80 // Stories of teacher change 81 // Changes in the teacher’s role 91 // Changes in the role of students 97 // Risks and rewards 98 // 7 Management and support 100 // Marginal or revolutionary? 100 // Innovation for the whole school 101 // A strategy for change 103 // Leadership, stimulus and support 113 // 8 The end - and a beginning 118 // Risky journeys 118 // Research into practice 119 // Deeper implications 120 // Developing the formative concept 121 // Achieving impact 122 // Glossary of terms and acronyms 124 // References 126 // Index 131