How to Assess Your Students
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Description
Contents
Reviews
Language
English
ISBN
9780198417958
Front Cover
Title Page
Acknowledgements
Chapter 1 Thinking about classroom assessment
1a) Personal introduction
Setup of this book
1b) Approaches to assessment
Why do assessment?
How do schools approach assessment?
Who is assessment for?
1c) Summative and formative assessment
Summative assessment bad, formative assessment good?
1d) Teaching, learning and assessing
Teaching, learning and assessing as social activities
1e) Influences on classroom assessment
Research influences
Cultural influences
Political influences
Social influences
1f) A model for assessment
Chapter 2 How to do classroom assessment
2a) It’s not what you do, it’s the way that you do it
2b) Towards a formativeclassroom culture
Your own pen portrait
Limitations of the survey
2c) Planning meaningful assessment
Where planning for assessment fits in
Creating a formative classroom culture through planning
How to plan for formative assessment: Bloom’s taxonomy
Phases towards planning for formative assessment
Practice analyser: Planning for classroom assessment
Analysing your practice and deciding your next steps
Planning teacher-led assessment (practices 1–4)
Planning your questioning (practice 4)
Planning learner-centred assessment (practices 5–7)
Planning opportunities for feedback and improvements (practices 8 and 9)
Planning lessons based on meaningful assessment (practice 10)
Using test results to inform lesson planning
Longer-term planning for assessment
2d) Questioning your questioning
Where questioning fits in
The culture of teachers and questioning
Phases towards more formative questioning
Questioning your questioning
Developing your questioning
Analysing your practice and deciding your next steps
Developing shared values in questioning (practices 1–10)
Developing teacher-led questioning (practices 1–4)
Moving from teacher-led to learner-centred questioning (practices 4–9)
Answering learners’ questions (practice 5)
Involving all learners in questioning (practice 6)
Deciding the next steps in learning from questions (practice 7)
Increasing thinking time (practice 8)
Moving from teacher-led to student-led questioning (practice 10)
2e) Developing meaningful objectives
Creating a formative classroom culture through meaningful objectives
The purpose of objectives
Objectives and outcomes
Formulating learning objectives
Where meaningful objectives fit in
Phases towards developing meaningful objectives and outcomes
Practice analyser: Developing meaningful objectives and outcomes
Analysing your practice and deciding your next steps
Using titles and questions (practice 1)
A list of lesson tasks is shared with learners (practice 2)
Learning intentions are shared with learners (practice 3)
Learning objectives are shared explicitly with learners (practice 4)
Learning objectives are shared explicitly with learners (practice 5)
Learning objectives are shared explicitly with learners (practice 6)
Learning objectives are used to inform assessment in the lesson (practices 7–9)
Learners contribute to designing lesson objectives (practice 10)
2f) Developing meaningful success criteria and rubrics
Creating a formative classroom culture through success criteria and rubrics
Towards a formative culture when using success criteria or rubrics
Where success criteria and rubrics fit in
Phases towards meaningful success criteria and rubrics
Practice analyser: Developing meaningful success criteria and rubrics
Analysing your practice and deciding your next steps
No expected outcomes shared with learners (practice 1)
Success criteria shared at task level (practice 2)
Success criteria shared at learning level (practice 3)
Sharing ready-made rubrics with my learners (practice 4)
Developing your own rubrics (practice 5)
Actively engaging learners with using rubrics (practice 6)
Plan lessons using rubrics to assess and improve learning (practices 7 and 8)
Learners create their own success criteria (practice 9)
Summary of developing meaningful criteria and rubrics
2g) Giving meaningful and effective feedback
Creating a formative classroom culture through feedback
Where giving feedback fits in
Phases towards giving meaningful and effective feedback
Practice analyser: Developing meaningful and effective feedback
Analysing your practice and deciding your next steps
Marking learners’ books with a grade and comments (practices 1 and 2)
Specific targets as feedback, verbally or in writing (practice 3)
Provide targets and the opportunity to respond in lessons (practice 4)
Using success criteria or rubrics to communicate feedback (practices 5 and 6)
Using success criteria and rubrics for feedback in self- and peer assessment (practices 7 and 8)
Learners use success criteria or rubrics independently (practice 9)
Responding to feedback is embedded in planning (practice 10)
2h) Meaningful self- and peer assessment
The culture of teachers and assessment
Where self- and peer assessment fit in the classroom assessment model
Phases towards more learner-focused assessment
Purposes and benefits of self-assessment and peer assessment
Developing meaningful self-assessment and peer assessment
Analysing your practice and deciding your next steps
How to develop shared values in learner-led assessment (practices 1–8)
How to do self- or peer assessment of simple tests (practices 1 and 2)
How to model learner assessment with an exemplar (practice 3)
How to do self-assessment with more complex work with a rubric (practices 4 and 5)
Peer assessment of more complex work with a rubric (practices 6 and 7)
How to support learners giving and responding to feedback (practice 8)
2i) Using summative tests, formatively
Where summative assessment fits in
Phases towards using summative tests formatively
Practice analyser: Towards using summative tests formatively
Analysing your practice and deciding your next steps
Test done – results given (practice 1)
Test results used to inform next steps for teaching (practice 2)
Time given to going through test answers (practice 3)
Test results used to inform next steps for learning (practice 4)
Exemplar test questions given to try before the actual test (practice 5)
Exemplar test questions tried and improved on before the actual test (practice 6)
Learners given the mark scheme after the test to attempt to self-mark (practice 7)
Learners create their own test questions and answers (practice 8)
Chapter 3 The future of assessment
3a) Reflections on the classroom assessment model
3b) Educational change
3c) Alternative assessment
3d) Making progress
Index
Back Cover
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