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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27733
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dc.contributor.authorHarlen, Wynneen_UK
dc.contributor.authorGardner, Johnen_UK
dc.contributor.editorGardner, Jen_UK
dc.contributor.editorHarlen, Wen_UK
dc.contributor.editorHayward, Len_UK
dc.contributor.editorStobart, Gen_UK
dc.contributor.editorMontgomery, Men_UK
dc.date.accessioned2018-09-07T14:24:52Z-
dc.date.available2018-09-07T14:24:52Z-
dc.date.issued2010-12-31en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27733-
dc.description.abstractThis 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.en_UK
dc.language.isoenen_UK
dc.publisherMcGraw Hill/Open University Pressen_UK
dc.relationHarlen 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.en_UK
dc.rightsThe 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.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.titleAssessment to support learningen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Assessment to support learning Developing Teacher Assessment Chap 1 2010.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.spage15en_UK
dc.citation.epage28en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusP - Proofen_UK
dc.author.emailjohn.gardner@stir.ac.uken_UK
dc.citation.btitleDeveloping Teacher Assessmenten_UK
dc.citation.isbn9780335237838en_UK
dc.publisher.addressMaidenhead, Englanden_UK
dc.contributor.affiliationUniversity of Bristolen_UK
dc.contributor.affiliationFaculty of Social Sciencesen_UK
dc.identifier.wtid500536en_UK
dc.contributor.orcid0000-0002-3844-7305en_UK
dcterms.dateAccepted2010-12-31en_UK
dc.date.filedepositdate2018-08-21en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionPen_UK
local.rioxx.authorHarlen, Wynne|en_UK
local.rioxx.authorGardner, John|0000-0002-3844-7305en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorGardner, J|en_UK
local.rioxx.contributorHarlen, W|en_UK
local.rioxx.contributorHayward, L|en_UK
local.rioxx.contributorStobart, G|en_UK
local.rioxx.contributorMontgomery, M|en_UK
local.rioxx.freetoreaddate2260-12-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameAssessment to support learning Developing Teacher Assessment Chap 1 2010.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source9780335237838en_UK
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