Implications for the curriculum, pedagogy and assessment.
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- Impact (2514-6955), 2017, v. 1, n. 1, p. 1
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- Article
Works matching IS 25146955 AND DT 2017 AND VI 1 AND IP 1
Results: 26
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What is formative assessment, why hasn't it worked in schools, and how can we make it better in the classroom?
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Using schoolentry assessments well.
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Teacher journal clubs: How do they work and can they increase evidencebased practice?
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Skilful questioning: The beating heart of good pedagogy.
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Opportunities and challenges in assessing teaching: Lessons from Germany.
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Making validation clearer for classroom teachers.
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Identifying and assessing students' spoken language skills.
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9
How to do IT: Using digital technology to support effective assessment and feedback.
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10
How can formative assessment work for both learners and teachers?
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Guiding student improvement without individual feedback.
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Exploring the effects of relative marking in Key Stage 3.
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13
Evaluating education and improving it.
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Enabling students' learning independence through assessment for learning.
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15
Effective marking strategies for learners: What helps, what hinders?
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16
Effective Formative Assessment (EFA) - a secondary perspective.
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17
Critical thinking: A core skill within education and healthcare.
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18
Compare the marking: Using comparative judgement to assess student progress at secondary school level.
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19
Balancing workload, assessment and feedback in the primary classroom.
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20
Assessment: Challenges, impact, accountability and the future.
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Assessment as learning: The role of retrieval practice in the classroom.
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22
Assessing extended writing: Options and innovations.
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23
A research-informed journey to principled assessment practice.
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24
A marked improvement: Where are we now?
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- Impact (2514-6955), 2017, v. 1, n. 1, p. 1
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25
The Education Endowment Foundation looks at how better evidence could help to reduce teacher workload.
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- Impact (2514-6955), 2017, v. 1, n. 1, p. 1
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26
'But I've not got time for any more assessment': Balancing the demands of validity and reliability.
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