Assessment and Learning by John Gardner

By John Gardner

The one publication of its sort to supply a finished assessment of overview used to aid studying, review and studying makes this sector obtainable and comprehensible for a sensible variety of clients. This targeted textual content is an important resource of practice-based thought on evaluate for studying, a formative evaluate to help person improvement and inspire freshmen. Key components lined within the e-book comprise the perform of studying for evaluate within the lecture room, constructing motivation for studying, expert studying and evaluation for studying, and evaluation and theories of studying.

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J provide guidance to help students 10 assess one another's work. I provide guidance to help students their 0"'0 leaming. _, " " Students are givCII opportunities to aS5l'SS one another's work. 3 'Ptrformanrt Orinltation' (F,u:lur All iltms FilCtor A3: PerfomlMCl' Orienliltion: concern to help students comply ",ith performance goals precribed by tlw curriculum,. through closo>d questioning.. 5385) Hem No Item Text 2 The next Il'55Ollls dctl"llllined more by the prescribed curriculum than by how , well students did in the last lesson.

This suggests a weak association and might reasonably lead to a conclusion that any performance orientation in classroom assessment derh'es very little from teachers' l"arning practices, and probably owes more to structural constraints in the environment such as curriculum prescriptions and performance management. Second, and in contrast, teacher learning variables do seem to account for variance in the two classroom assessment variables most closely allied with assessment for learning: 'making learning explicit' and 'promoting learning autonomy'.

If'aming All teacher teaming variables were significantly associated with 'making learning explicit'. 'Critical and responsh'e learning' and 'Inquiry' had the strongest associations. 'Inquiry' was the only teacher leaming variable that was significantly related to the 'promotion of learning autonomy' and here the relationship was strong. 'Building sodal capital' and 'critical and responsive leaming' had only weak and non-significant relationships with 'perfomlance orientation'. Discussion A number of themes of considerable interest arise from this an;dysis.

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