By Patricia Broadfoot, Visit Amazon's Paul Weeden Page, search results, Learn about Author Central, Paul Weeden, , Jan Winter

There was a lot debate at the reasons and strategies of evaluate during the last couple of years. This publication gathers jointly the newest considering and appears at how overview can be utilized to advertise or inhibit studying. not like different books out there, this one summarizes thought and exhibits the way it will be top positioned into perform, utilizing as little jargon as attainable. a few of the concerns mentioned during this textual content comprise: * how evaluation can erode vainness and motivation* how talents of mirrored image, self-evaluation and private aim atmosphere can influence on studying* how some distance beginners of every age comprehend what they're required to benefit* how some distance scholars may be able to review their very own functionality and what faculties can do within the brief, medium and long term to advertise better studying. a part of the what is In It For colleges sequence, this publication is perfect for lecturers and different non-academics fascinated by schooling who require a grounding within the factor to aid them of their day-by-day paintings.

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This showed that of the two focuses for the research—goal orientation and self-evaluation—self-evaluation was the most important. A further study, which simply compared two groups working with the two different goal orientations, showed that the learning-goals orientation led to greater learning gains. So there are two messages here: the first, already seen in other examples, that self-evaluation is an important part of making learning effective; the second that an emphasis on learning rather than performance can lead to improved outcomes.

The trouble is, it is possible to feel that a pupil is ‘known’ well despite only ever meeting him or her in a very narrow set of contexts and in a very specific relationship. However, if these limitations are recognised, this ‘teacher knowledge’ forms an important part of the learning relationship between the teacher and all their pupils. Target-setting A final aspect of assessment for raising standards without which this section would not be complete is that of target-setting. Schools are beset with targets of all varieties at the moment, and they can provide a very useful focus for specific action.

It is important to remember that assessment, teaching and learning are interlinked. An assessment episode can result in pupils learning, inform teachers about what pupils can and can’t do and also be used to inform future planning. Teachers can and do assess pupils all the time as part of their teaching, not just through formal episodic methods. Pupils should be helped to understand their own performance and what they need to do next. Remembering purpose Perhaps the most important point underpinning this chapter is that teachers should consider the purpose of any assessment.

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