Understanding Assessment
Purposes, Perceptions, Practice
Nonfiction, Reference & Language, Education & Teaching
| Author: | David Lambert, David Lines | ISBN: | 9781135699246 |
| Publisher: | Taylor and Francis | Publication: | April 15, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | David Lambert, David Lines |
| ISBN: | 9781135699246 |
| Publisher: | Taylor and Francis |
| Publication: | April 15, 2013 |
| Imprint: | Routledge |
| Language: | English |
This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.
Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.
This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.
The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.
This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.
Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.
This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.
The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.
