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Formative Assessment for Teaching and Learning
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Formative Assessment for Teaching and Learning

First Edition
  • Bill Boyle - Education Consultant, The World Bank
  • Marie Charles - Director, Many Faces in Teaching Research Organisation [MFIT]


February 2017 | 240 pages | SAGE AdvantEDGE
'A unique blend of scholarly research-based principles of effective formative assessment with practical suggestions for use in the classroom. The authors show how the essence of formative assessment is in teachers' responses to the substance students' understandings, with a focus on how teachers can use pedagogical strategies to move students forward toward important learning outcomes. I highly recommend the book for both researchers and practitioners. It is an engaging, in-depth, sophisticated treatment of formative assessment.' 
- 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. 

 
What is formative assessment?
 
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

'A unique blend of scholarly research-based principles of effective formative assessment with practical suggestions for use in the classroom. The authors show how the essence of formative assessment is in teachers' responses to the substance students' understandings, with a focus on how teachers can use pedagogical strategies to move students forward toward important learning outcomes. I highly recommend the book for both researchers and practitioners. It is an engaging, in-depth, sophisticated treatment of formative assessment.'

James H. McMillan,
Virginia Commonwealth University

Preview this book

Bill Boyle

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... More About Author

Marie Charles

Dr Marie Charles has experience as a teacher, researcher in formative pedagogy and race and inclusion. She is currently publishing on decolonisation and reframing the curriculum. Dr Charles is an author/researcher whose work demonstrates that she believes passionately in the development and empowerment of the learner (rather than measurement or grading) being at the centre of the education process – a belief that she carries into her teaching and consultancy practice. More About Author

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ISBN: 9789386062550
₹675.00