Hargreaves, Eleanore (2001) Assessment for learning in the multigrade classroom. International Journal of Educational Development, 21. pp. 553-560. ISSN 0738-0593Full text not available from this repository.
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This paper suggests that multigrade classrooms lend themselves particularly well to promoting assessment that enhances learning, rather than assessment aimed solely at selecting pupils for promotion to the next grade. Some strategies to encourage assessment for learning in the multigrade classroom are explored. These include facilitating individual responsibility for learning, drawing on other children as an assessment resource and using assessment tasks that have learning potential. For such strategies to be used, teachers need training, guidance and exemplification relating to the formative purposes of assessment and criterion- and pupil-referenced assessment.
|Controlled Keywords:||Not age specific, Overseas, Assessment, Skills development, Teaching methods|
|Divisions:||IOE Departments > Departments > Curriculum, Pedagogy and Assessment|
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||30 Mar 2010 10:56|
|Last Modified:||03 Dec 2014 10:58|