Drawing on incidents and case studies from primary classrooms, this book describes and analyses how teachers use formative assessment to promote learning. It provides teachers, student teachers, teacher educators and researchers with a grasp of issues in formative assessment and how they relate to the improvement of pupil learning.
"Hall and Burke acknowledge that formative assessment is hard work. But they make clear that the benefits far outweigh the disadvantages... They neatly divide it into bite-sized chapters, with each building neatly on the one before - [this book] is easily accessible to the reader." BJET
This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning.
It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the context of current assessment policy.
Themes addressed in the various chapters include feedback, the power and roles of learners and teachers in formative assessment; self and peer assessment; and sharing success criteria with learners. Individual chapters explore formative assessment in: literacy, numeracy, art, science,and history. In addition there are two chapters on formative assessment in the early years.
Making Formative Assessment Work provides teachers, student teachers, teacher educators and researchers with a sophisticated grasp of issues in formative assessment and how they relate to the improvement of pupil learning.
