- Hardcover: 300 pages
- Publisher: Crecy Publishing; First Edition edition (1 May 2002)
- Language: English
- ISBN-10: 094755498X
- ISBN-13: 978-0947554989
- Product Dimensions: 2.2 x 15.9 x 23.5 cm
- Average Customer Review: 5.0 out of 5 stars See all reviews (1 customer review)
- Amazon Bestsellers Rank: 469,275 in Books (See Top 100 in Books)
Enemy Coast Ahead: The Real Guy Gibson Hardcover – 1 May 2002
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Introduction; It is reasonable to expect that testing has an impact on the way pupils learn and on their motivation to learn. The questions we are addressing here are: what is the nature of that impact and does pupils' learning benefit from it? Pupils need to know how their learning is progressing. Teachers also need to know how their pupils are progressing, to guide both their own teaching and the pupils' further learning. Many others - parents, other teachers, employers - will have an interest in looking back on what has been learned by an individual pupil, often using a grade or mark as an overall summary of that learning. In addition, there has been an increasing tendency for the results from testing and assessment of learning ('summative assessment') to be used, when combined for whole groups of pupils, as indicators of the performance of teachers, schools and the education system. The issue facing us is not whether we should assess to summarise learning but rather how we should do it. How do we use the results obtained from those assessments to promote better learning? There are different views on this. Some consider that testing raises levels of achievement. According to this view, testing provides incentives to pupils and their teachers to improve their performance. This in turn helps them to gain the rewards or avoid the penalties. Public knowledge of results makes schools realise that they have to show continual improvement. This benefits their pupils; more is expected from them and more support may be given to them. Another view is that testing is motivating only for those who anticipate success. Even then, it is argued, it only promotes motivation towards performance goals rather than learning goals. For the less successful pupils, repeated tests lower self-esteem and the effort they put into learning. This has the effect of increasing the gap between high- and low-achieving pupils. It is also claimed that the increase in scores often noted when 'high stakes' tests are introduced is attributable more to teachers and pupils becoming familiar with test requirements than to real improvements in the quality of pupils' learning. Linked with this is the recognition that the need for 'lifelong learning' places an increased emphasis on motivation. This must come from enjoying learning and knowing how to learn. What has research to offer in relation to these rival claims about the impact of testing on motivation? In the review of research we explored several dimensions of the impact of summative assessment and testing on pupil motivation and sought answers to the questions:
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