STORRE
STORRE: Stirling Online Research Repository
http://hdl.handle.net/1893/27733| Appears in Collections: | Faculty of Social Sciences Book Chapters and Sections |
| Title: | Assessment to support learning |
| Author(s): | Harlen, Wynne Gardner, John |
| Contact Email: | john.gardner@stir.ac.uk |
| Editor(s): | Gardner, J Harlen, W Hayward, L Stobart, G Montgomery, M |
| Citation: | Harlen W & Gardner J (2010) Assessment to support learning. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 15-28. |
| Issue Date: | 31-Dec-2010 |
| Date Deposited: | 21-Aug-2018 |
| Abstract: | This chapter provides an overview of the purposes and uses of classroom assessment by teachers or teacher assessment as it is better known (not to be confused with the assessment of teachers). At the heart of the matter lies the distinction between formative and summative uses of assessment information, and the basic argument that teacher assessment may be successfully used in both contexts. A primary aim of this chapter is therefore to clarify the often confusing terminology that misleadingly promotes the view that the method of assessment has to be exclusively formative or summative. School, that is classroom-based teacher assessment is compared to external testing in terms of the different roles they play and the advantages and disadvantages they each have. |
| Rights: | The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. |
| Licence URL(s): | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved |
| File | Description | Size | Format | |
|---|---|---|---|---|
| Assessment to support learning Developing Teacher Assessment Chap 1 2010.pdf | Fulltext - Published Version | 159.19 kB | Adobe PDF | Under Permanent Embargo Request a copy |
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright |
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.