Inside the black box: raising standards through classroom assessmentInside the Black Box is written by the leading experts in Assessment for Learning - Paul Black, Dylan Wiliam, Christine Harrison, Clare Lee and Bethan Marshall. Much recent research indicates that effective formative assessment is a key factor in raising pupils' standards of achievement. Recognised by the QCA, Assessment for Learning is a key idea underpinning the Key Stage 3 Strategy work on assessment. Inside the Black Box: * Is concise and easy to follow * Provides research findings and examples * Helps you to raise levels of achievement in your school * Enables you to ensure pupils are sufficiently involved in their own assessment and have a good understanding of what they are trying to achieve * Allows you to ensure sufficient ongoing assessment of pupils' capability in key subject areas Table of contents: * The black box * The argument * Is there evidence that improving formative assessment raises standards? * Is there evidence that there is room for improvement? (A poverty of practice. Problems with assessment - effective teaching, negative impact on learning, the managerial role of assessments. The empty commitment.) * Is there evidence about how to improve formative assessment? (The self-esteem of pupils. Self-assessment by pupils. The evolution of effective teaching - key points to help make assessment effective) * Policy & practice (Changing the policy perspective. Four steps to implementation. Step 1: Learning from development. Step 2: Dissemination. Step 3: Reducing obstacles. Step 4: Research.) * Are we serious about raising standards? |
Other editions - View all
Inside the Black Box: Raising Standards Through Classroom Assessment Paul Black,Dylan Wiliam No preview available - 2014 |
Common terms and phrases
answer argument aspect Assessment Council assessment feedback Assessment in Education assessment raises standards belief Black and Atkin black box classroom practice clear clearly commitment contribution Daugherty deeply social development programme difficulties direct help effect size emphasised enhanced formative assessment essential component evaluation examples existing good practice existing practices external tests feature focused formative assessment raises Fuchs gain of effect GCSE given Group on Assessment help all pupils help and support implementation improve formative assessment inputs interaction Key Stages learning aims Learning Disabilities learning gains lessons and ideas low attainers low marks Motivation and School National Curriculum tests OECD OFSTED overall patterns of classroom Perrenoud primary schools priority problems programmes of professional pupil can think questions research studies responsibility self-assessment self-esteem of pupils standards of learning summative assessment summative roles Swets and Zeitlinger tapped potential teachers and pupils teaching and learning understanding Vazquez-Abad whilst Wiliam