LEADER 02496nam 22006133u 450 001 9910457431303321 005 20211109143459.0 010 $a1-280-95080-3 010 $a0-335-22429-6 035 $a(CKB)1000000000361533 035 $a(EBL)287789 035 $a(OCoLC)476040489 035 $a(SSID)ssj0000106741 035 $a(PQKBManifestationID)11133998 035 $a(PQKBTitleCode)TC0000106741 035 $a(PQKBWorkID)10133228 035 $a(PQKB)11717445 035 $a(MiAaPQ)EBC287789 035 $a(EXLCZ)991000000000361533 100 $a20130923d2007|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessment for Learning$b[electronic resource] 210 $aMaidenhead $cMcGraw-Hill Education$d2003 215 $a1 online resource (146 p.) 300 $aDescription based upon print version of record. 311 $a0-335-21297-2 327 $aCover; 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; Index 330 $aThe 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 backgrou 606 $aTeaching 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 608 $aElectronic books. 615 4$aTeaching. 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a371.3 700 $aBlack$b Paul$0688962 701 $aHarrison$b Chris$0848551 701 $aLee$b Clara$0848552 701 $aMarshall$b Bethan$0848553 701 $aWiliam$b Dylan$0848554 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910457431303321 996 $aAssessment for Learning$91895340 997 $aUNINA