Shirley Clarke Education Ltd.

Formative Assessment in Action: weaving the elements together
Hodder Education 2005 ISBN 0340907827

This follow-up to Shirley's hugely popular Unlocking Formative Assessment focuses on bringing it all together in the primary classroom – how to weave all the elements of formative assessment, coherently and manageably, into everyday teaching.

Uniquely, this book develops whole-lesson examples to showcase the key elements of formative assessment in action. Each chapter defines powerful aspects of formative assessment which are then exemplified in a teacher's own short account of a real lesson or series of lessons: how to establish clear learning objectives and success criteria; how to use questioning to transform the lesson focus and elevate thinking and learning; how to encourage self- and peer-evaluation; and how to incorporate effective feedback into the lesson format through modelling and self- and paired marking.

Throughout, Shirley's commentary and analysis draw on extensive classroom feedback from her teacher action-research teams across the UK, highlighting new ideas and good practice as formative assessment continues to develop and evolve. The formative assessment elements are illustrated with examples, diagrams and classroom realia, while summaries and INSET suggestions are provided at the end of each chapter. Ways of strengthening Headteacher and LEA support and implementation strategies are also examined.

Above all, this book will give teachers new confidence to experiment, analyse and modify their practice, to make formative assessment work in their own classrooms.

Formative Assessment in the secondary classroom
Hodder & Stoughton 2005 ISBN 0 340 88766 4

This highly practical guide focuses on learning objectives, effective questioning, self- and peer assessment, and feedback as the key elements of formative assessment. Down to earth and direct, with examples from across the secondary curriculum - and many accounts from practising teachers - it shows how formative assessment can bring a dramatic culture shift to teaching and learning in your own classroom. The numerous "ways in" described here - developed by teachers, and underpinned by research principles - will encourage you to become an action researcher in your own exploration of formative assessment.

Enriching Feedback
Oral and written feedback from teachers and children
Hodder & Stoughton 2003 ISBN 0 340 87258 6

Marking and other forms of classroom feedback to pupils can actively boost self-esteem, motivate and actively promote learning - or it can demoralize and alienate. The ways in which pupils can be involved in and told what is expected of them, how well they are doing and what to do next, and how their efforts are appraised, lie at the heart of effective assessment for learning. Shirley Clarke shows how marking and feedback complete the 'learning loop' which starts with clear learning intentions and success criteria. INSET suggestions and advice on implementing a whole-school feedback policy will help you to discover what works best for you - and your pupils - in your own classroom.

Unlocking Formative Assessment
Practical strategies for enhancing pupils' learning in the primary classroom.
Hodder & Stoughton 2001 ISBN 0 340 80126 3

Unlock the power and potential of formative assessment in your own classroom!

This highly practical guide explains how to implement assessment strategies that will engage with and support children's learning, improve progress and raise confidence and self esteem.

Targeting Assessment in the Primary Classroom

Targeting Assessment
in the primary school
Strategies for planning,assessment,pupil feedback and target setting.
Hodder & Stoughton 1998 ISBN 0 340 72531 1

This book gives you the practical strategies you need to plan effectively and to implement assessment procedures that will advance children's learning and improve your teaching, while also meeting statutory requirements.

ORDERING
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