Please use this identifier to cite or link to this item: 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
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.
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