LEADER 02429nam 2200553Ia 450 001 9910807164203321 005 20200520144314.0 010 $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 $a20031110d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAssessment for learning $eputting it into practice /$fPaul Black ... [et al.] 205 $a1st ed. 210 $aMaidenhead $cOpen University Press$d2003 215 $a1 online resource (146 p.) 300 $aExpansion of the booklets: Inside the black box and Working Inside the black Box by the same authors. 311 $a0-335-21297-2 320 $aIncludes bibliographical references and index. 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, Secondary 606 $aTeacher-student relationships 615 0$aTeaching. 615 0$aEducation, Secondary. 615 0$aTeacher-student relationships. 676 $a371.3 701 $aBlack$b P. J$g(Paul Joseph),$f1930-$0688962 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807164203321 996 $aAssessment for learning$94196735 997 $aUNINA