TY  - BOOK
AU  - Hollis,Emma
AU  - Finch,Alys
TI  - Essential Guides for Early Career Teachers: Assessment
T2  - Essential Guides for Early Career Teachers
SN  - 9781912508952
AV  - LB2838 .F563 2019 
U1  - 371.144 
PY  - 2019///
CY  - St Albans
PB  - Critical Publishing
KW  - Teachers-Rating of
KW  - Electronic books
N1  - Cover -- Half-title -- Series information -- Title page -- Copyright information -- Table of contents -- Meet the series editor -- Foreword -- Introduction -- Chapter 1 The story so far -- What? (The big idea) -- A brief history of assessment -- Throughout this period -- National curriculum, associated tests, GCSEs and the rest… -- Late 1980s -- National curriculum -- Assessment Reform Group -- 1990s -- Standardised Attainment Tests (SATs) -- League tables -- The Dearing Review -- Black and Wiliam's 'black box' -- 2000s -- SATs -- League tables -- Responses to Black and Wiliam -- 2010s - the present -- Life without levels -- Tests in primary schools -- Changes to GCSE grades -- League tables -- A return to and a development of the ideas from Inside the Black Box (1998)? -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 2 Where are they going? -- What? (The big idea) -- A 'backwards planning' approach -- So what? -- What difference will this make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 3 What, how, why and effects: assessing pupils' learning -- What? (The big idea) -- The six 'big questions' -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 4 Progress over time -- What? (The big idea) -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 5 Capturing progress: what lies behind the spreadsheet? -- What? (The big idea) -- Qualitative and quantitative progress measures -- Cross-phase and cross-curricular learning; What if it's not on a spreadsheet? -- What is all of this data for anyway? How can I get 'behind' the data? -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 6 Pupils as mirrors -- What? (The big idea) -- Pupils' 'progress over time' as a potential starting point for reflective practice -- Assessing our learners as part of assessing ourselves -- Framing your professional reflections as a teacher -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Chapter 7 Pupils are doing it for themselves -- What? (The big idea) -- Self- and peer-assessment for developing metacognition to enhance progress -- So what? -- What difference will it make? -- Now what? -- Practical ways to implement this in the classroom -- What next? -- Further reading -- References -- Index
N2  - An accessible, carefully researched, quick-read on assessment for early career teachers, linked to the new ECF
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5940390
ER  -