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Understanding and Applying Assessment in Education
All teachers are responsible for assessing the children they teach and the outcomes of any assessment are important for individual learners and the wider school.
Understanding and Applying Assessment in Education is the one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland, and wider international contexts.
Designed as a pragmatic handbook for new teachers and those training to teach, the book discusses key principles of assessment, before providing guidance on developing and carrying out assessment in the classroom, and looking at how assessment information can be used to benefit your teaching and the children you teach.
Understanding and Applying Assessment in Education is the one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland, and wider international contexts.
Designed as a pragmatic handbook for new teachers and those training to teach, the book discusses key principles of assessment, before providing guidance on developing and carrying out assessment in the classroom, and looking at how assessment information can be used to benefit your teaching and the children you teach.
248 pages, Paperback
Published July 11, 2017
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April 4, 2022
I am having some difficulties trying to determine what the target audience for this book could be.
In the preface, it is stated that it is useful for early career teachers, which is what I thought halfway through as well. The first few chapters (on validity, reliablity, fairness, assessment of learning, assessment for learning, and how to implement the last two) were very useful. I really liked the mix of research evidence and the many useful tips for teachers. As a starting teacher, I think I will use these chapters whenever I need a bit of input when planning assessments, or whenever I want to change my methods for the better.
The second half of this book changed my opinion about this book a bit. Now, I was mainly reading about goverment decisions and broad explanations of practices in schools. Even in the chapters about differentiation and planning, most tips or steps to follow when planning assessments that I really liked about earlier chapters were no longer there. It is clear that the authors know a lot about assessment in different countries, it is something they refer to multiple times throughout the book, but at this point it does not help me to better plan my assessment practices. While it would be helpful to someone exploring curricula in the English-speaking world, it left me feeling rather disappointed.
All in all: some useful chapters that I will use more often in the future (especially the chapters on assessment for learning were great), but other chapters that could have been so much more I might never return to again.
In the preface, it is stated that it is useful for early career teachers, which is what I thought halfway through as well. The first few chapters (on validity, reliablity, fairness, assessment of learning, assessment for learning, and how to implement the last two) were very useful. I really liked the mix of research evidence and the many useful tips for teachers. As a starting teacher, I think I will use these chapters whenever I need a bit of input when planning assessments, or whenever I want to change my methods for the better.
The second half of this book changed my opinion about this book a bit. Now, I was mainly reading about goverment decisions and broad explanations of practices in schools. Even in the chapters about differentiation and planning, most tips or steps to follow when planning assessments that I really liked about earlier chapters were no longer there. It is clear that the authors know a lot about assessment in different countries, it is something they refer to multiple times throughout the book, but at this point it does not help me to better plan my assessment practices. While it would be helpful to someone exploring curricula in the English-speaking world, it left me feeling rather disappointed.
All in all: some useful chapters that I will use more often in the future (especially the chapters on assessment for learning were great), but other chapters that could have been so much more I might never return to again.
Displaying 1 of 1 review