Developing teacher assessment (Record no. 72039)

MARC details
000 -LEADER
fixed length control field 02757nam a22002292 b4500
001 - CONTROL NUMBER
control field 0000062304
003 - CONTROL NUMBER IDENTIFIER
control field 0001
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 091016e20100101xxka eo|||||||| 2|eng|d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780335237838
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.144
Edition number 22
084 ## - OTHER CLASSIFICATION NUMBER
Classification number 371.144
Item number DEV
100 1# - MAIN ENTRY--PERSONAL NAME
Relator term Author.
245 00 - TITLE STATEMENT
Title Developing teacher assessment
Medium [Book] /
Statement of responsibility, etc. John Gardner, et.al..
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Name of publisher, distributor, etc. Open University Press,
Date of publication, distribution, etc. 2010.
Place of publication, distribution, etc. Blacklick : .
300 ## - PHYSICAL DESCRIPTION
Extent 208 p. :
Other physical details ill.
520 8# - SUMMARY, ETC.
Summary, etc. This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.
Expansion of summary note <b><i>"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."</i></b><i><br />Professor Mary James, University of Cambridge, UK.</i><p>This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.</p><p>The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"</p><p>There is coverage of key professional learning dimensions including:</p><ul><li>The purposes of assessment</li><li>The need for evidence to support innovation</li><li>The process and steps to develop new practice</li><li>Perceptions of what counts as quality assessment in schools</li></ul>The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.<p>This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.</p>.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Harlen, Wynne,
Relator term Author.
Personal name Hayward, Louise
Personal name Montgomery, Martin,
Relator term Author.
Personal name Stobart, Gordon,
Relator term Author.
852 ## - LOCATION
Piece designation 45428
-- 4051.16
Classification part 371.144 DEV
-- Australian Book Company
Sublocation or collection 2nd Floor
Former shelving location Books
Copy number 1
Piece physical condition 1-New
Location JZL-CUI
Holdings
Date last seen Total checkouts Full call number Shelving location Price effective from Koha item type Lost status Damaged status Not for loan Withdrawn status Home library Barcode Current library Date acquired
09/12/2023   371.144 DEV 2nd Floor 09/12/2023 Books         Junaid Zaidi Library, COMSATS University Islamabad 45428 Junaid Zaidi Library, COMSATS University Islamabad 09/12/2023