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