Assessment and Learning in the Secondary School

Assessment and Learning in the Secondary School

Assessment and Learning in the Secondary School

Assessment and Learning in the Secondary School


Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment * written, oral and practical evaluation * self-assessment the 'whole school' approach * staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.


Improving the quality of learning in secondary schools, and preparing children for what will probably be a long and complex life in the twenty-first century, requires the highest quality of teaching and professional training. the Successful Teaching Series focuses on the essence of classroom competence, on those professional skills that make a real difference to children, such as the ability to explain clearly, to ask intelligent and thought-provoking questions, to manage classes effectively and to use the assessment of progress to enhance pupils' learning.

'Success' may be defined in many ways. For some it is seen purely in test scores, for others it is a broader issue, involving the whole child. in this series we report what teachers have done that has been judged to be successful or unsuccessful. To do this several criteria have been used: headteachers' assessments, pupil progress measures, esteem from fellow teachers or from children. Skilful teachers ensure that their classes learn something worthwhile; unskilful teachers may turn off that delicate trip-switch in children's psyche which keeps their minds open to lifelong learning.

Experienced teachers engage in hundreds of exchanges every single day of their career, thousands in a year, millions over a professional lifetime. Teaching consists of dozens of favoured strategies that become embedded in deep structures, for there is no time to re-think every single move in a busy classroom. Many decisions are made by teachers in less than a second, so once these deep structures have been laid down they are not always amenable to change, even if a school has a well-developed professional development programme. Reflecting on practice alone or with colleagues does enable teachers to think about what they do away from the immediate pressures of rapid interaction and speedy change.

Rejecting the notion that there is only one way to teach, this series of books explores some of the many strategies available to teachers, as well as the patterns of classroom organisation which best assist pupil learning. It demonstrates that teachers, even when working to predetermined work schemes and curricula, must forge their own ways of teaching in the light of the context in

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