Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Developing teacher assessment: an Introduction
Author(s): Gardner, John
Contact Email:
Editor(s): Gardner, J
Harlen, W
Hayward, L
Stobart, G
Montgomery, M
Citation: Gardner J (2010) Developing teacher assessment: an Introduction. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 1-11
Issue Date: 31-Dec-2010
Abstract: For many years now, schools and colleges across the UK have been swamped by 'must do' initiatives designed to improve learning, raise standards and meet a whole host of other complex educational aspirations. The shelves of head teachers' offices overflow with glossy guidance and resource packs – some excellent, some questionable and some downright faddish. While the tally of initiative-related materials from government bodies and local authorities competes with the commercial sector’s unsolicited freebies, 'initiative overload' deprives teachers of time for creativity and development. And head teachers everywhere seek shelter from what Coughlan (BBC News 2007a) suggests is either a 10-year 'blizzard of gimmicks' or a 'golden age'. Prominent among this onslaught of innovations, however, has been the positive emergence of research-proven formative assessment or assessment for learning (AfL) as a major ally in the pursuit of improved learning and raised standards. Its benefits have been proven in many contexts since the seminal review of Black and Wiliam (1998a) and Hargreaves (2005: 9) explains its wildfire success in schools as being due to '. . . the scientific evidence and the practice evidence [being] aligned and mutually supportive'.
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.

Files in This Item:
File Description SizeFormat 
Developing Teacher Assessment Introduction 2010.pdfFulltext - Published Version155.93 kBAdobe PDFUnder 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.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.