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Assessment in schools has become a hotly debated issue in education. In the wake of political pressures for accountability, educators have sought to defend the principle that assessment should serve the interests of learners and learning. With the aim of improving learning and raising standards, this book presents a case for formative assessment, daybyday, rather than summative assessment at the end of key stages. The author draws on and discusses the practical application of a range of theoretical and philosophical research, encouraging a holistic approach and focused teacherintervention. The book provides material for reflection as well as practical tips, and is suitable for instrumental and classroom teachers (at all levels, but particularly 1118), and the academic community.
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This product may contain chemicals known to the State of California to cause cancer,
birth defects, or other reproductive harm.
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⚠️ California Proposition 65 Warning: Some products sold on this website may expose you to chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm. For more information, visit www.P65Warnings.ca.gov.
