The CRAFT Of Assessment: A whole school approach to assessment for learning: A whole school approach to assessment of learning

Michael Chiles

ISBN 10: 1912906813 / ISBN 13: 9781912906819

Published by Hachette Learning, United Kingdom, 2020

About this Item

The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Seller Inventory # GOR010953388

Bibliographic Details

Title: The CRAFT Of Assessment: A whole school ...

Publisher: Hachette Learning, United Kingdom

Publication Date: 2020

Binding: Paperback

Condition: Very Good

About this title

Synopsis:

In the 'CRAFT of Assessment', Michael unpicks the five key principles to support middle and senior leaders in creating a climate for a meaningful, manageable and motivational whole-school approach to assessment through condense, reflect, assess, feedforward and target-driven improvement.

In Chapter 1, Michael explores the role of condensing learning to create meaningful knowledge sketches and ownership of their learning providing them with the platform to transform new learning into memorable materials that can be used to rehearse and deliberately practice.

In Chapter 2, Michael explores how teachers at both primary and secondary phases can create opportunities for pupils to strengthen memory connections through retrieval and spaced practice, using frequent low stake testing to review previously taught concepts and processes. This allows pupils to deliberately practice retrieval to improve long term memory and knowledge recall.

In Chapter 3, Michael considers the debate on the historical use of assessment to check for understanding and argues that the use of levels and grades have inevitably distorted the real value behind the use of formative and summative assessment, to support teachers and pupils in improving their outcomes.

In Chapter 4, Michael explores how the use of feedforward can support the focused re-teaching of misconceptions and further models of excellence informed by student outcomes from the formative and summative assessment.

In Chapter 5, looks at the research around the use of feedback in the classroom and the strategies that teachers can use to provide pupils with positive and specific targets to close the knowledge gaps by 'holding the grade'. This enables students to use this time to conduct focused editing and re-scripting to effectively and constructively implement the directed improvements.

This book would be suitable for teachers in both the primary and secondary phase.

About the Author:

Michael Chiles is an experienced teacher who has been teaching geography for over 10 years and is currently a Head of Department. He is also an experienced Principal Examiner. Michael writes blogs at GeogHod and tweets at @m_chiles. He enjoys walking and exploring the British countryside with his Border Collie.