Formative Assessment : Improving Learning in Secondary Classrooms

Formative assessment - the frequent assessments of student progress to identify learning needs and shape teaching - has become a prominent issue in education reform. The achievement gains associated with formative assessment have been described as "among the largest ever reported for educational interventions

MoreLess

Year of publication:	2005
Institutions:	OECD (contributor)
Publisher:	Paris : OECD Publishing and Centre for Educational Research and Innovation
Subject:	Schüler \| Pupils \| Bewertung \| Evaluation \| Dienstleistungsqualität \| Service quality \| Unterricht \| Teaching \| OECD-Staaten \| OECD countries \| Motivation \| Sekundarstufe \| Schulleistungsmessung \| Internationaler Vergleich

Extent:	Online-Ressource (282 p.)
Type of publication:	Book / Working Paper
Language:	English
Notes:	Description based upon print version of record TABLE OF CONTENTS; Executive Summary; PART I. THEMATIC DISCUSSION; Chapter 1. The Case for Formative Assessment; Chapter 2. Policy Frameworks; Chapter 3. The Elements of Formative Assessment: Case Study Findings and Supporting Research; Chapter 4. Formative Assessment in Practice; Chapter 5. Benefits and Barriers; Chapter 6. Policy Implications; PART II. THE CASE STUDIES; Canada: Encouraging the Use of Summative Data for Formative Purposes; Denmark: Building on a Tradition of Democracy and Dialogue in Schools; England: Implementing Formative Assessment in a High Stakes Environment Finland: Emphasising Development instead of Competition and ComparisonItaly: A System in Transition; New Zealand: Embedding Formative Assessment in Multiple Policy Initiatives; Queensland, Australia: An Outcomes-based Curriculum; Scotland: Developing a Coherent System of Assessment; PART III. THE LITERATURE REVIEWS; Changing Teaching through Formative Assessment: Research and Practice The King's-Medway-Oxfordshire Formative Assessment Project; Formative Assessment of Learning: A Review of Publications in French; Formative Assessment in Classrooms: A Review of the Empirical German Literature;
ISBN:	978-92-64-00739-0 ; 978-92-64-00741-3 ; 978-92-64-00741-3
Other identifiers:	10.1787/9789264007413-en [DOI]
Source:	ECONIS - Online Catalogue of the ZBW

Persistent link: https://www.econbiz.de/10015054520