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Assessment and testing in the primary school
Author
Title
Assessment and testing in the primary school / Colin Conner ; with contributions from Doreen Ponting, Margaret Evans, Steve Beynon.
ISBN
0203230337
0203496841
1135388334
1135388377
1135388385
1280406488
1850005516
6610406480
9780203230336
9780203496848
9781135388331
9781135388379
9781135388386
9781280406485
9781850005513
9786610406487
1850005516
1850005524
9781850005520
Published
London ; New York : Falmer, 1991.
Physical Description
1 online resource (xiii, 196 pages) : illustrations
Local Notes
Access is available to the Yale community.
Access and use
Access restricted by licensing agreement.
Summary
What is assessment? Why do we do it? Who is it for? These three questions have been used as part of a practical activity of teachers in recent in-service courses on assessment.
Variant and related titles
Taylor & Francis. EBA 2024-2025.
Other formats
Print version: Conner, Colin. Assessment and testing in the primary school. London ; New York : Falmer, 1991
Format
Books / Online
Language
English
Added to Catalog
October 04, 2024
Series
School development and the management of change series ; 8
Bibliography
Includes bibliographical references (pages 183-189) and index.
Contents
Book Cover; Half-Title; Title; Copyright; Contents; Dedication; Acknowledgments; List of Figures; Introduction; Chapter 1 Exploring Teachers' Views about Assessment; What Is Assessment?; Why Do We Do It?; Who Is It For?; Activities; Chapter 2 Assessment, Testing and the National Curriculum; Chapter 3 Two Steps Backwards, One Step Forwards? The Implications of Testing and Assessment for the Primary School; Introduction; Education, Accountability and Bureaucracy; Assessment and the National Curriculum; General Reactions to National Testing; Reactions from the Primary Sector
Appendix B Statements on AssessmentBibliography; Index
Audiotaping and TranscribingVideo-recording; Discussions/Interviews with Children; Self-assessment; Chapter 6 Recording and Reporting Assessments; Types of Record; Recording by Diary/Fieldnotes; Recording by Attainment Target; Recording by Checklist; Recording by Previously Determined Criteria on a Rating Scale; Recording by Continua; Recording Progress through 'Shorthand' Procedures; Recording National Curriculum Assessments; Chapter 7 Towards a Policy for Assessment; Developing a Policy; Fitness for Purpose, Validity and Reliability; Assessment Policies: 1; Assessment Policies: 2
Developing a whole-school policy for assessmentChapter 8 Case Studies of Assessment in Action; Case Study 1; A Personal Perspective on One Local Authority's INSET Programme in Preparation for Assessment (Margaret Evans); Case Study 2; Planning Assessment and Recording a Whole-school Approach (Stephen Benyon); Chapter 9 Conclusion; Appendix A Structuring Observations; Why Observe?; How to Observe?; Recording Your Observation; Looking for 'Themes'; Coding Your Observation; Why Code?; How to Code; Using the Social Code; Using the Language Code; Using the Task Code; The Task Code Categories
Where Do We Go From Here?One Step Forward?; Note; Chapter 4 Strategies for Assessment: Observation; Observation is a Natural Process; Observation is a Central Teaching Skill; Observation is More Than Just Looking; Observation Should Be Purposeful; Illustrations of Each of the Above Observational Procedures; Open-Non-specific; Focused Observation; Systematic Observation; Structuring and Recording Observations; Do We All See the Same Things?; The More You Look The More You See; Chapter 5 Other Ways In: A Research-based Approach to Assessment; Narrative Records; Disadvantages and Common Errors
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