New PDF release: Assessment in Secondary Schools: The New Teacher's Guide to

By Val Brooks

ISBN-10: 0335206379

ISBN-13: 9780335206377

"This is an important ebook. evaluate is without doubt one of the so much technically and professionally demanding of issues for brand new academics. Val Brooks has introduced her personal amazing technical services to undergo, and units out the most important specialist calls for in an intensive, logical and transparent approach. The booklet attracts largely on sensible examples which exemplify and strengthen the argument. New academics will locate it a useful advisor; skilled academics will locate that it widens their realizing of overview as a device for studying" - Chris Husbands, collage of Warwick "Mentors will locate a lot to help their classes with pupil lecturers, whereas senior employees liable for expert improvement could have a valid, simply learn resource of fabric. hugely urged" - British magazine of academic reports How can new lecturers use evaluation to reinforce their educating? How can review support students to profit? What are the preparations for trying out and examinations and the statutory review requisites at secondary institution point? This booklet is aimed toward scholars who're getting ready to educate in secondary colleges, and newly certified academics of their induction yr. the whole textual content is dedicated to review and accordingly it could supply an in-depth attention of features of evaluate which workout lecturers at the start in their occupation, for instance the connection among overview and studying, how overview contributes to making plans, methods of marking scholars' paintings, writing stories for folks and conferences with mom and dad. even though it is proficient by means of concept and study, the textual content has a pragmatic orientation. It presents sensible examples for readers to think about in constructing their very own practices and makes feedback for actions meant to aid starting lecturers to advance their very own principles and insights into overview. The textual content is written for a graduate and undergraduate viewers and goals to advertise a considerate, well-informed method of overview and demanding know-how of matters which come up out of shape.

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Extra resources for Assessment in Secondary Schools: The New Teacher's Guide to Monitoring, Assessment, Recording, Reporting and Accountability

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For instance, Furlong and Maynard (1995) report that: Students often appeared frightened to deviate from what they had planned. One class teacher commented that she had noticed that 36 Assessment and learning: the classroom context student teachers, in their first few weeks in the classroom, would pursue discussions, explanations and activities even when it was painfully obvious to all concerned that it was heading for disaster rather like 'holding onto the back of a runaway horse'. (Furlong and Maynard 1995: 81) At the start of a course, then, with little or no prior experience on which to draw, it is probably wisest to accept that you may be obliged to deliver lessons as planned even though occasionally these may turn out to be more of a learning experience for you than for a class!

This is particularly important for secondary pupils whose growing independence makes it less and less tenable to treat them as passive subjects of assessment. The need to involve pupils applies particularly to the formulation of objectives which are capable of being shared with and understood by them. It has been shown that when teachers invest time in clarifying objectives for their classes, pupils develop a more positive attitude to learning, working with increased self-confidence and a greater sense of purpose (for example Her Majesty's Inspectorate (HMI) 1992).

Well-judged feedback and feedforward attend, therefore, not only to the cognitive aspects of learning but also to these more elusive social and emotional elements. 2 When you have read Parts 1 and 2 of this book, set yourself some assessment targets for personal development. 5 Further reading Theories of learning are discussed in the following books. Child, D. (1997) Psychology and the Teacher. London: Cassell. Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development.

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Assessment in Secondary Schools: The New Teacher's Guide to Monitoring, Assessment, Recording, Reporting and Accountability by Val Brooks


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