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101 essential lists on assessment / Tabatha Rayment.

101 essential lists on assessment / Tabatha Rayment.
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Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1300662 371.26 RAY
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1180103 371.26 RAY
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Reserve Title Catalogue Record 15348
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Catalogue Information
Field name Details
Record Number 15348
ISBN 0826488676
Location 371.26 RAY
Author Rayment, Tabatha
Title 101 essential lists on assessment / Tabatha Rayment. [Book]
Portion of title One hundred and one essential lists on assessment
Essential lists on assessment
Published London : Continuum, 2006.
Collation ix, 125 p. ; 20 cm.
Series 101 essential lists series
101 essential lists
General Note Chapter 10 includes 20 useful phrases for report cards; What not to write on the report card.
Contents Note Chapter 1: Explaining Assessment: 1 What is assessment? 2 Effective assessment; 3 When is assessment most effective? 4 Why is assessment important? 5 The impact of assessment; 6 What Ofsted says about assessment; Chapter 2: Positive Assessment: 7 Encouraging self-esteem; 8 A positive experience; 9 Motivation; 10 Giving encouragement; 11 Behaviour; 12 Individual Behaviour Plans; Chapter 3: Assessment and the National Curriculum: 13 Attainment targets and National Curriculum levels; 14 Early years; 15 Middle years; 16 Secondary; 17 GCSEs; 18 Post 16; 19 GCE AS/A2 Levels; 20 VCE A Levels; 21 Pros and cons of A Levels; Chapter 4: Assessment and Learning: 22 Formative assessment - assessment for learning; 23 Formative examples; 24 Things to be aware of; 25 Summative assessment - assessment of learning; 26 Assessment methods: normative and criterion; 27 Summative examples; 28 Things to be aware of; Chapter 5: Assessment Strategies and Planning Lessons: 29 Introducing WALT and WILF; 30 Examples of WALT and WILF; 31 Explaining lesson objectives and outcomes; 32 Linking objectives to outcomes; 33 Short and long-term strategy planning; 34 Using frameworks; 35 Assessment strategies; 36 The bigger picture; 37 Showing the pupils strategies and goals; 38 Involving pupils in their learning; 39 Useful questions to ask yourself when planning; Chapter 6: Assessment Variations: 40 Assessment types; 41 Introducing formal and informal assessment; 42 Formal and informal ideas; 43 Grades v assessment; 44 Diagnostic assessment; 45 Continuous assessment; 46 Self-assessment; 47 Making self-assessment work; 48 Examples of self-assessment; 49 Learning from mistakes; 50 Peer assessment; 51 Ground rules for peer assessment; 52 Dangers of peer assessment; 53 Examples of peer assessment; 54 Performance-based assessment; 55 Group assessment; 56 Portfolios; 57 Examples of using portfolios; 58 Student-designed assessment; 59 Mock exams; Chapter 7: Student Variations: 60 Age; 61 Gender; 62 English as an Additional Language (EAL) students; 63 Special Educational Needs students; 64 Gifted and Talented students; 65 Underachievement; 66 Differentiation; 67 Home-schooled students; Chapter 8: Marking, Monitoring and Recording: 68 Giving good feedback; 69 Making comments relevant; 70 Successful marking; 71 Appropriateness to form; 72 The three-rule marking strategy; 73 Examples of the three-rule marking strategy; 74 Marking tips; 75 Marking exam papers; 76 Monitoring and tracking; 77 Pupil progress; 78 Classroom monitoring skills; 79 Recording assessment; 80 Using ICT to record assessment; 81 Reducing the assessment load; Chapter 9: Oral Assessment: 82 Assessing oral tasks; 83 Key points for assessing oral ability; 84 Ideas for oral assessment; 85 Effective plenary sessions; 86 Useful comments for assessing oral presentations; Chapter 10: Written Assessment: 87 Assessing and promoting literacy - cross-curriculum; 88 Ideas for assessing literacy: subject-based; 89 Assessing writing ability; 90 Useful comments for assessing written work; 91 Useful marking symbols for written work; 92 Writing reports; 93 20 useful phrases for report cards; 94 What not to write on the report card! Chapter I I: Teacher Assessment: 95 Becoming the best; 96 Self-assessment for teachers; 97 What makes a good teacher? 98 Observing other teachers; 99 QTS standards; 100 Teaching portfolios; 101 Templates for assessment 1 Creating assessment records and marking grids;- 2 Assessing Oral Work; 3 Student self-assessment record; 4 Teacher observation Form.
Target Audience Trainees, NQT's and experienced teachers.
Subject Educational tests and measurements -- Great Britain.
Students -- Rating of -- Great Britain
Internet Site http://www.loc.gov/catdir/toc/fy0612/2006276748.html
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