02496nam 22006133u 450 991045743130332120211109143459.01-280-95080-30-335-22429-6(CKB)1000000000361533(EBL)287789(OCoLC)476040489(SSID)ssj0000106741(PQKBManifestationID)11133998(PQKBTitleCode)TC0000106741(PQKBWorkID)10133228(PQKB)11717445(MiAaPQ)EBC287789(EXLCZ)99100000000036153320130923d2007|||| u|| |engur|n|---|||||txtccrAssessment for Learning[electronic resource]Maidenhead McGraw-Hill Education20031 online resource (146 p.)Description based upon print version of record.0-335-21297-2 Cover; Half Title; Title; Copyright; Contents; Acknowledgements; The authors; Chapter 01; Chapter 02; Chapter 03; Chapter 04; Chapter 05; Chapter 06; Chapter 07; Chapter 08; Glossary; References; IndexThe starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students¿ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research backgrouTeachingEducationHILCCSocial SciencesHILCCTheory & Practice of EducationHILCCElectronic books.Teaching.EducationSocial SciencesTheory & Practice of Education371.3Black Paul688962Harrison Chris848551Lee Clara848552Marshall Bethan848553Wiliam Dylan848554AU-PeELAU-PeELAU-PeELBOOK9910457431303321Assessment for Learning1895340UNINA