Formative assessment in adult literacy, language and numeracy
- Jay Derrick, Kathryn Ecclestone and Judith Gawn.
- Leicester [England] : NIACE, c2009.
- Physical description
- iv, 73 p. ; 24 cm.
Education Library (Cubberley)
LC149.7 .D418 2009
- Unknown LC149.7 .D418 2009
- Includes bibliographical references (p. 50-71).
- Introduction What formative assessment is Two practical aspects of formative assessment The aims of this booklet Section 1 What formative assessment is not Students examining and discussing learning goals and success criteria Talk and tasks for learning Planning and managing effective classroom discussions, questions and tasks that produce evidence of learning Providing constructive feedback Collaborative learning activities based on real-life problems and situations relevant to all the students Developing learner autonomy, motivation and confidence through peer and self-assessment activities Section 2 Introduction Scenario 1: Adult Literacy Scenario 2: Adult Numeracy Scenario 3: Language Section 3 Formative approaches to Continuing Professional Development Section 4 Summing up Resources and more information References Appendix 1: Principles that guide teaching (from Mathematics Matters).
- (source: Nielsen Book Data)
- Publisher's Summary
- This book provides practical ideas for teachers of adult literacy, language and numeracy in their day to day work of lesson preparation, teaching and assessment. Relevant for all levels and contexts, it focuses on basic principles of student-centred learning, teaching and assessment that put the goal of student autonomy at the heart of the process. This book supports teachers to implement this student centred approach, often called 'formative assessment'.
(source: Nielsen Book Data)
- Publication date
- 9781862014381 (paper)
- 1862014388 (paper)