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Eight out of ten isn't good enough: challenging teachers' perceptions of assessment

Brant, Jacek and Lines, David and Unwin, Adam (2000) Eight out of ten isn't good enough: challenging teachers' perceptions of assessment. Teacher Development, 4 (2). pp. 271-279. ISSN 1747-5120

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Abstract

One of the more challenging aspects of training teachers is demonstrating that assessment is a great deal more complex than simply marking students' work. It is necessary to show that assessment takes a number of forms, that it is used for a variety of purposes and that it must be applied in a systematic and structured way in order to be effective. This paper describes the techniques used at the Institute of Education, University of London, to encourage training teachers to look at assessment in a new way. The whole-year programme is outlined, but emphasis is placed on an introductory session held at the start of the course. Ostensibly a simple ice-breaking exercise, the game in fact demonstrates many of the pit-falls of assessment and brings to life terms which the trainees will encounter more formally later on in the course.

Item Type: Article
Additional Information: This is an electronic version of an article published in Brant, Jacek and Lines, David and Unwin, Adam (2000) Eight out of ten isn't good enough: challenging teachers' perceptions of assessment. Teacher Development, 4 (2). pp. 271-279. Teacher Development is available online at: http://www.informaworld.com/10.1080/13664530000200109
Divisions: IOE Departments > Departments > Curriculum, Pedagogy and Assessment
Depositing User: IOE Repository Editor (2)
Date Deposited: 11 Dec 2009 16:07
Last Modified: 14 Oct 2013 12:28
URI: http://eprints.ioe.ac.uk/id/eprint/820

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