By E. C. Wragg
This is often an cutting edge but sensible source ebook for lecturers, concentrating on the study room and protecting very important abilities for fundamental and secondary lecturers. The e-book is strongly encouraged by way of the findings of various learn tasks within which thousands of lecturers have been saw at paintings. This e-book addresses either formal and casual methods of assessing kid's paintings and development. students' studying is usually missed within the debate, so this publication places what young children truly research correct at its centre. Divided into six units, Ted Wragg addresses very important themes similar to: * ideas and reasons of review* written, oral and functional assessment* self-assessment the 'whole tuition' technique* employees improvement and appraisal. The inclusion of useful actions, dialogue themes, photos, cartoons and case examples makes this a really undemanding ebook for either trainee and skilled lecturers in fundamental colleges.
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Additional resources for Assessment and Learning in the Primary School (Successful Teaching Series (London, England).)
The simplified hypothetical scores below would show high concurrent validity between the new test and the old test A, but low compared with the old test B. New test Old test A Old test B Pupil 1 65 62 49 Pupil 2 81 79 50 Pupil 3 43 39 52 Pupil 4 55 51 56 Pupil 5 73 68 47 These differences may be explained in many ways. Perhaps the old test A is a test of ‘factual knowledge’, like the new test, while the old test B is more a measure of ‘attitude to the subject’, so they are attempting to assess different aspects of learning.
Pupils were also asked to rate themselves. There were high agreements between each of the scales on the teachers’ ratings, and also between the various scales on the pupils’ self- 23 24 ASSESSMENT AND LEARNING IN THE PRIMARY SCHOOL ratings. But there was no agreement between teachers’ and pupils’ scores. Both groups had engaged in ‘halo rating’. One way of checking the reliability of two markers is for each to assess the same work separately, award a grade or mark without telling the other, and not making any notes or comments on the scripts, if it is a written test.
Ask yourself the following: What did you conclude about (a) the pupil’s knowledge, (b) the pupil’s skill? Were knowledge and skill closely linked – for example, did lack of knowledge affect the degree of skill? Was any lack of skill solely explained by lack of knowledge? How did you do the assessment? How valid and reliable do you think it was, given that it was informal? How might you improve such an assessment on a future occasion? Feedback What sort of responses do pupils make and what, in turn, do teachers do when pupils answer their questions?