Designing Elementary Instruction and Assessment: Using the Cognitive Domain
Covering the major content areas, this resource shows how to develop measurable, standards-based lesson objectives and appropriate assessments that tap into all levels of Bloom’s Taxonomy.
November Issue: We’re getting closet o the end of the school cycle and to the summer holidays (here in South America) so this edition offers you lots of resources to carry out end-of-cycle revision and assessment tasks.
Contents: Look and speak! Oral assessment picture prompts, end-of-year folders and gifts, photocopiable activities, tradition day, end-of-year play: Granny’s Magic Book, Time: can it be seen as an ally? November Special Dates, Poster 1: Look and Speak! Flashcards, Poster 2: Oral assessment picture prompts
Gascoigne explores the challenge to epistemology itself and considers two contemporary responses: the turn against foundationalist epistemology in favour of more naturalistic conceptions of inquiry, and the resistance to this response by non-naturalistically inclined philosophers. This contextualization of the sceptical debate gives students a better appreciation of the methodological importance of sceptical reasoning, an analytic understanding of the structure of sceptical arguments (including an assessment of whether the theoretical burden lies with the sceptic or anti-sceptic), and an awareness of the significance of scepticism for other areas of philosophical inquiry.
MAKING FORMATIVE ASSESSMENT WORK Effective Practice in the Primary Classroom
• What does formative assessment look like in practice?
• How are formative assessment and learning connected?
• What are the issues involved in implementing formative assessment?
This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers can use formative assessment to promote learning. It argues the case for formative assessment with reference to socio-cultural perspectives on learning, and examines this in the context of current assessment policy.
This is the first book devoted to the P scales; there has been no published research on the P scales. There is no documentation of the benefits that schools have derived from using the P scales, and no account has been given of how easy or otherwise teachers have found it to use the P scales in the assessment of their pupils. The book introduces the P scales and their application to teachers, describes the various subject areas of the scales and how to apply them in the assessment of pupils attainment levels.
