Perfect Assessment (for Learning) by Claire Gadsby (English) Hardcover Book

Description: Perfect Assessment (for Learning) by Claire Gadsby, Jackie Beere Too much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description This book includes valuable strategies, such as:How to shift a staff culture in order to embed AfL (engaging hearts and minds)Effective use of learning objectives and success criteriaPeer and self assessmentTalk for learningActivating pupils as owners of their own learningFormative feedbackHow to work effectively with parentsUsing AfL to demonstrate pupils progress to OfstedThis is a simple how to guide for implementing sustainable Assessment for Learning in your school. Back Cover Perfect Assessment for Learning takes the busy teacher through a range of strategies to ensure that assessment, progress and learning are inextricably linked. Perfect Assessment for Learning provides us with a very thorough and clear explanation of Afl and puts it well and truly at the heart of school improvement in terms of developing outstanding teaching and learning. I am sure that anyone who is interested in improving learning in their classrooms and schools will find this a stimulating, practical and very effective resource." Linda Dawson, Deputy Head Teacher, The Bemrose School, Derby This simple, straightforward and easy to digest book reminds us of our responsibility as teachers to ensure that students are making progress and then sends us on our way with a staggering array of inventive learning tools to put the message into practice. An essential addition to the Perfect series: recommended." David Didau, Director of Learning and Literacy at Clevedon School This is an excellent and practical book which should be readily available for use by all staff in schools -- senior managers and the teaching and learning coaches team in particular. Used well, Claire Gadsbys practical ideas will enhance teaching and learning." Mo Laycock OBE, Former Head Teacher Claire Gadsby is a freelance education consultant, trainer and keynote speaker. She has more than 15 years of teaching experience and was head of English at her last school. She prides herself on being very close to the realities of life in the classroom and regularly team-teaches or delivers demonstration lessons for teachers to observe and critique. Author Biography Claire Gadsby describes herself as an innovator, educator and motivator. A teaching and learning consultant and trainer with over 15 years classroom experience, she collaborates with numerous schools every year to raise their levels of achievement. Much of her work involves working alongside teachers in classrooms, and her areas of expertise include Assessment for Learning (AfL), whole-school literacy and demonstrating pupil progress. Jan Evans is an education consultant with over 30 years experience of working in education. She was the lead Assessment for Learning (AfL) consultant in Oxfordshire and has co-authored materials for the Secondary National Strategy. Her other specialist areas of expertise include promoting autonomous learning and developing interactive pedagogy and personal learning and thinking skills.Jan regularly works with school leadership teams to develop strategic approaches to school improvement and leads a range of whole-school training programmes. She also coaches and mentors teachers at all stages of their careers.She is committed to helping teachers reclaim their creativity and prides herself on being able to motivate them through her sense of humour, practical approach and enthusiasm for innovative teaching and learning strategies. Jackie Beere MBA OBE worked as a newspaper journalist before starting a career in teaching and school leadership. She was awarded the OBE in 2002 for developing innovative learning programmes. Since 2006 she has been offering training in the latest strategies for learning, developing emotionally intelligent leadership and growth mindsets. She is the author of several bestselling books on teaching, learning and coaching, as well as being a qualified Master Practitioner in NLP. Table of Contents Table of Contents: 1. Beware the AfL Buffet 2. Sharing Learning Intentions 3. Success Criteria: The Cinderella Aspect of AfL 4. Engineering Effective Classroom Discussions 5. Formative Feedback 6. Activating Learners as Resources for Each Other 7. Activating Learners as Owners of their Own Learning 8. Demonstrating Effective AfL Progress to Ofsted and Other Stakeholders 9. How to Work Effectively with Parents 10. Winning Hearts and Minds: How to Successfully Embed AfL across the Whole School 11. Key Messages: Moving Forward Checklist for Perfect Assessment for Learning Review Reviewed by Linda Dawson, Deputy Headteacher, The Bemrose School, Derby.Claires book provides us with a very thorough and clear explanation of AfL and puts it well and truly at the heart of school improvement in terms of developing outstanding teaching and learning. Perfect Assessment for Learning is full of practical, fun and imaginative ways of engaging students and teachers in the learning process. The top tips sections are bursting with a wide range of strategies which are easy to implement and establish as routine practice in the classroom.What is very striking about the book is how important the relationship between the teacher and the learner is. Knowing precisely where our strengths and weaknesses lie as teachers and learners is so important and the more we know in this respect I believe the better the learning and progress will be. I particularly liked the suggestion that effective feedback should be two- way. Asking the students to feedback more regularly on my teaching will be something that I will definitely try, I think I might call it knowing me, knowing you.I am sure that anyone who is interested in improving learning in their classrooms and schools will find this a stimulating, practical and very effective resource. Reviewed by Mo Laycock OBE, former Head Teacher (1995-2010), Firth Park Community Arts College, Sheffield.This is an excellent and practical book which should be readily available for use by all staff in schools. In particular, senior managers and the teaching and learning coaches team. Used well Claire Gadsbys practical ideas should enhance teaching and learning.Assessment for learning as Claire describes it should be like a golden thread, pulling together effective lesson planning, clear objectives, chunking up the lesson tasks, and ending with an in depth plenary. This consistency across the school is what ultimately moves a school from good to outstanding. Assessment for learning is not an add on Long Description Too much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning. This book includes valuable strategies, such as: How to shift a staff culture in order to embed AfL (engaging hearts and minds) Effective use of learning objectives and success criteria Peer and self assessment Talk for learning Activating pupils as owners of their own learning Formative feedback How to work effectively with parents Using AfL to demonstrate pupils progress to OfstedThis is a simple how to guide for implementing sustainable Assessment for Learning in your school. Review Quote Reviewed by Linda Dawson, Deputy Headteacher, The Bemrose School, Derby. Claires book provides us with a very thorough and clear explanation of AfL and puts it well and truly at the heart of school improvement in terms of developing outstanding teaching and learning. Perfect Assessment for Learning is full of practical, fun and imaginative ways of engaging students and teachers in the learning process. The top tips sections are bursting with a wide range of strategies which are easy to implement and establish as routine practice in the classroom. What is very striking about the book is how important the relationship between the teacher and the learner is. Knowing precisely where our strengths and weaknesses lie as teachers and learners is so important and the more we know in this respect I believe the better the learning and progress will be. I particularly liked the suggestion that effective feedback should be two- way. Asking the students to feedback more regularly on my teaching will be something that I will definitely try, I think I might call it knowing me, knowing you. I am sure that anyone who is interested in improving learning in their classrooms and schools will find this a stimulating, practical and very effective resource. Reviewed by Mo Laycock OBE, former Head Teacher (1995 Excerpt from Book Excerpt from The Perfect Assessment for Learning Foreword: Once upon a time there was a land where teachers went into school on a Monday with a couple of bullet points written in their diary with ideas of what they may teach that week. As the week progressed a few annotations may have been added to note what work had been completed and where the learning would go next. The names of children who needed to work a bit harder or could take the lead next lesson may even have been added. Occasionally, an interesting idea about homework tasks may have found its way in. And this, my friends, was my planning diary in 1979. My results were good and getting better each year I taught. However, I look back in amazement at how random and anecdotal teaching was in those early days. #145;Teach one of these texts and let the work grow from there my Head of Department told me. How different teaching is now -- and how much more rigorous is our planning and assessing to ensure our pupils learn effectively. Much of that essential rigour is now delivered through using Assessment for Learning. If Assessment for Learning is the answer, what is the question? How can every teacher ensure that every pupil makes progress? Every child making optimum progress in every classroom in the land is the hope and dream of all those involved in education from Ofsted and the Minister for Education, to the teacher slogging away planning their lessons on a Sunday afternoon. Consequently, teachers ensure that lessons have clear objectives, build in self and peer assessment and include a plenary which measures progress. They also plan their next lesson to ensure progression for all abilities. So whats not to like? Well, like all prescriptive models of great practice, this can become just a ticklist of ideas to be included in lesson plans. But teachers rarely engage effectively with formative assessment as a learning process in the lesson. To really engage with formative assessment you have to be a teacher who has your metaphoric antennae tuned in to what is really happening in your classroom. Are those kids really engaged with that objective or just writing it down out of habit? Do they actually know what progress is in your subject? Or do they just have the customary target sheets stuck in the front of their books with little or no understanding of what they need to do to improve? Do the pupils find that peer assessment really gives them feedback that helps them move on -- or does it just give the class know-all an opportunity to remind them how inadequate their handwriting is? Does the plenary really tell the teacher whether every individual child has #145;got it? How can it if the quiet child at the back holds up their whiteboard with the answer on so that the teacher cant properly see it? Is your #145;marking really making a difference to the progress being made over time for every child? Or do they glance briefly at the grade you give them and move on to the next thing? Just planning to use assessment for learning strategies will not give you an assurance that your lesson is outstanding. You need to really care and get curious about what is happening in your classroom and relentlessly go on a quest to find out -- by getting feedback from the pupils and noticing what they are doing. The great strength of this book is that it suggests a huge range of ideas and methods to measure progress and empower pupils to take ownership of their own progress. If you use the myriad of strategies in this book you will grow your instincts about the learning happening inside your classroom. As Claire says, progress happens in their heads -- if you can tune in using her techniques you will be helping every child make the most of their ability and using assessment as learning. And that is what I call a happy ending. Jackie Beere, Tiffield 2012 Details ISBN1781350027 Author Jackie Beere Publisher Independent Thinking Press Year 2012 ISBN-10 1781350027 ISBN-13 9781781350027 Format Hardcover Imprint Independent Thinking Press Place of Publication Carmarthen Country of Publication United Kingdom Edited by Jackie Beere DEWEY 371.26 Media Book Short Title PERFECT ASSESSMENT FOR LEARNIN Language English Publication Date 2012-12-20 Illustrations Yes Qualifications MBA OBE Pages 144 UK Release Date 2012-12-20 NZ Release Date 2012-12-20 Series Perfect series Audience Professional & Vocational AU Release Date 2012-12-14 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:161191481;

Price: 30.21 AUD

Location: Melbourne

End Time: 2024-12-05T21:53:00.000Z

Shipping Cost: 2.32 AUD