This issue looks at the various assessment practices that can help to improve student achievement. It includes articles on the importance of how feedback is given, how you can get the most from self-assessment, and the value of formative assessment to both teachers and pupils. There is also a look at whether all the assessment tools that are currently used are necessary, and some suggestions as to how high-stakes assessments can be improved.
|4–5||Assessment in a differentiated classroom||Carol Tomlinson and Tonya Moon|
|6–7||Formative assessments in secondary schools||Douglas Fisher and Nancy Frey|
|8–9||Formative assessment and feedback to learners||Steve Higgins|
|10–11||Multiple measures in classroom assessment||Susan Brookhart|
|12–13||Promoting learning and achievement through
|14–15||Exposing the imbalance in “balanced assessment”||W. James Popham|
|16–17||Do we need an assessment overhaul?||Jay McTighe and Grant Wiggins|
|18–19||Formative assessment: An enabler of learning
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|20–21||Upgrading high-stakes assessments||Albert Oosterhof|
|22–23||England v Wales: Education performance and accountability||Sandra McNally|
|24–25||Evidence in the news|
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