Promoting Assessment as Learning: Improving the Learning Process

By Ruth Dann | Go to book overview

Acknowledgements

Inspiration for my work in assessment was triggered by my PhD work with Roger Murphy in the late 1980s at Southampton University. My continued interest and concern has been through contact with many teachers, pupils and intending teachers during my time teaching at Highfield Primary School, Southampton, and lecturing at Keele University. My thanks go to all who have in some small way sparked my thinking. Specific thanks go to Colin Richards who dared to suggest that I write a book, and for his constructive comments on an early proposal. Particular thanks go to my father who has tirelessly read early drafts and proofread the text. Finally to my husband, Mark, who has encouraged me throughout.

To protect their identity the names of schools and participants have been changed in this book.

-vii-

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Promoting Assessment as Learning: Improving the Learning Process
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Figures vi
  • Acknowledgements vii
  • Chapter 1 - Introduction 1
  • Chapter 2 - Pupil Learning and Assessment 8
  • Chapter 3 - Formative Assessment 28
  • Chapter 4 - Constructing Learning Contexts from Testing Regimes 47
  • Chapter 5 - Pupil Self-Assessment: a Case Study 73
  • Chapter 6 - Building a Framework for Self-Assessment 111
  • Chapter 7 - Assessment as Learning 142
  • Bibliography 154
  • Index 162
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