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Making Formative Assessment Work
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Table of Contents

Introduction Chapter 1: Learning and Assessment; Chapter 2: Formative Assessment and Official Policy: Issues and Challenges; Chapter 3: Formative assessment: What are teachers doing?; Chapter 4: Feedback, Power and the Roles of Teachers and Learners in Formative Assessment; Chapter 5: Helping Learners Understand How Their Work is Judged; Chapter 6: Formative Assessment and Literacy; Chapter 7: Formative Assessment and Numeracy; Chapter 8: Formative Assessment and Science; Chapter 9: Art and Design and Formative Assessment; Chapter 10:Formative Assessment and History; Chapter 11: Assessing What We Value:Learning Dispositions in the Early Years; Chapter 12: Playful Learning, Learning Stories and Making Assessment Visible in the Early Years; Chapter 13: Level Descriptions and Opportunities for Formative Assessment (with Austin Harding) Conclusion

About the Author

KATHY HALL was Professor of Education at Leeds Metropolitan University before moving to the Open University. She has published widely on assessment and has conducted several research projects on the topic, including an ESRC-funded study on teacher assessment. Listening to Stephen Read: Multiple Perspectives on Literacy (Open University Press, 2003) is her most recent publication. WINNIFRED BURKE is currently a freelance school inspector, teacher trainer and researcher. Following a long career in teaching and school management, she has recently completed doctoral research in the field of formative assessment for learning, and has published in the field of assessment and creative writing.

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