Assessment for Learning and Teaching in Secondary Schools Martin Fautley Jonathan Savage
First published in 2008 by Learning Matters Ltd. Reprinted in 2008. Reprinted in 2010. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from Learning Matters. ß 2008 Martin Fautley and Jonathan Savage British Library Cataloguing in Publication Data A CIP record for this book is available from the British Library. ISBN: 978 1 84445 107 4 The rights of Martin Fautley and Jonathan Savage have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Cover design by Topics – The Creative Partnership Text design by Code 5 Design Associates Ltd Project management by Deer Park Productions, Tavistock Typeset by PDQ Typesetting Ltd, Newcastle under Lyme Printed and bound in Great Britain by Bell & Bain Ltd, Glasgow Learning Matters 33 Southernhay East Exeter EX1 1NX Tel: 01392 215560
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Contents The Authors
iv
Introduction
1
1 2 3 4 5 6 7 8 9 10
Why assess?
4
Theoretical approaches to learning and assessment
16
Summative assessment
27
Formative assessment
37
Developing assessment strategies
56
Assessment data
70
Using assessment in the classroom
82
Valuing the student role in assessment
96
Recording assessment
110
Your future development
124
Index
137
v
The Authors Dr Martin Fautley is a Reader in Education at Birmingham City University. For many years he was a school teacher in the Midlands before undertaking doctoral research at the University of Cambridge. Dr Jonathan Savage is a Senior Lecturer in Education at the Institute of Education, Manchester Metropolitan University. Until 2001 he was Head of Music at Debenham High School, an 11–16 comprehensive school in rural Suffolk. He is also Managing Director of UCan.tv, a not-for-profit company that produces engaging educational software.
Introduction The structure of this book This book is intended to help you in dealing with assessment issues during your time as a trainee teacher, into your first year as a newly qualified teacher, and beyond. It is envisaged that you are currently at a stage where you are thinking about a number of new concepts and terminologies, and are beginning to get to grips with the complex world of the classroom and school (we use the term ‘classroom’ throughout this book as a shorthand term for any location where teaching and learning take place, be it laboratory, theatre, studio, gymnasium, gallery, playing field, or any of a myriad of other places). Thinking about you, the upper part of Figure