Putting Assessment for Learning Into Practice
by Spendlove, DavidFormat: Paperback
Pub. Date: 2009-07-15
Publisher(s): Bloomsbury Academic
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Summary
Putting Assessment for Learning into Practice is about combining teaching and assessment together as a means to ensuring deep, maximized, engaged and challenging learning. The simple message is good teaching can overcome bad testing. Central to assessment for learning is empowering learners through developing learning autonomy, which means involving learners in their own learning through reflection but also as co-constructors and co-negotiators of their learning.
Author Biography
Author David Spendlove is lecturer in Education at the School of Education, University of Manchester, UK.
Table of Contents
| Introduction | p. ix |
| Feedback and learning | p. 2 |
| There are only two questions needed | p. 2 |
| Summative, formative and AfL | p. 4 |
| Feedback that helps learning - the point of contact | p. 6 |
| Linking feedback to objectives | p. 8 |
| Creating the right emotional environment for feedback | p. 10 |
| Gaining feedback from learners - communication | p. 12 |
| Shaping the learning journey | p. 14 |
| Differentiation - central to AfL | p. 16 |
| Sharing criteria | p. 18 |
| Comment-only marking | p. 20 |
| Planning intervention | p. 22 |
| Where does all the time for this come from? | p. 26 |
| Questioning and dialogue | p. 28 |
| Pre-planning questions (with colleagues) | p. 28 |
| Question routines | p. 32 |
| Blooming questions | p. 36 |
| Using wait time | p. 40 |
| Involving everyone in dialogue | p. 44 |
| Targeting questions | p. 46 |
| Think-pair-share | p. 48 |
| Look, no hands | p. 50 |
| Key questions to frame the learning | p. 52 |
| Socratic questioning | p. 54 |
| Putting it all together | p. 58 |
| Further elements of AfL and learning | p. 60 |
| The learner and assessment - peer-assessment | p. 60 |
| Engaging learners with criteria | p. 62 |
| From quality control to quality assurance | p. 64 |
| Lesson design - building in not adding on | p. 66 |
| Writing objectives | p. 68 |
| Sharing objectives using WILF, WALT and OLI | p. 70 |
| Model and share | p. 72 |
| AfL and personalized learning | p. 74 |
| Learner (pupil) voice | p. 76 |
| Just in time or just in case | p. 78 |
| Self-esteem and self-efficacy | p. 80 |
| Motivation | p. 82 |
| Plenaries | p. 84 |
| Portfolios | p. 86 |
| The big picture | p. 88 |
| Teacher constructs | p. 88 |
| Formative use of summative assessment | p. 90 |
| Findings from research into AfL | p. 92 |
| Developing whole school approach to AfL | p. 94 |
| Autonomy not automation - comment-only feedback | p. 96 |
| Communicating learning expectations - what and should you share? | p. 100 |
| Peer review/coaching | p. 102 |
| Changing attitudes and expectations - reframing | p. 106 |
| Working collaboratively | p. 108 |
| Assessment reform group - ten principles for AfL | p. 110 |
| Self-evaluation - where are we? | p. 112 |
| References and further reading | p. 114 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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