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Making Good Progress?: The future of Assessment for Learning Paperback – 2 Feb 2017

4.4 out of 5 stars 17 customer reviews

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  • Making Good Progress?: The future of Assessment for Learning
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  • Seven Myths About Education
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Product details

  • Paperback: 224 pages
  • Publisher: OUP Oxford; New edition edition (2 Feb. 2017)
  • Language: English
  • ISBN-10: 0198413602
  • ISBN-13: 978-0198413608
  • Product Dimensions: 16 x 1.1 x 20.5 cm
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (17 customer reviews)
  • Amazon Bestsellers Rank: 1,823 in Books (See Top 100 in Books)
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Review

Christodoulou is one of the most remarkable writers in education the UK has seen in decades, because she takes a subject as potentially opaque and esoteric as assessment, and unpacks it in an intelligible, vital way that neither patronises the novice or offends the expert. Her first book, 'Seven Myths', is one of the few texts that every new teacher should read. Her second book is, rather amazingly, another. It should be read deeply, broadly, everywhere that children are taught and assessments are used. (Tom Bennett, chair of the DfE Behaviour Management Group and founder of researchED)

Daisy is one of the leading thinkers on assessment in the UK and this book is essential reading for everyone who works in education. It shows that flaws in assessment are the cause of so many issues in our education system and gives us a clear path to fixing those flaws. (Sam Freedman, Executive Director of Programmes at Teach First and trustee of the Teacher Development Trust)

Schools are going to have to re-think their methods of assessing, recording and reporting, from scratch, and this book is an excellent place to start. (Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London)

This book addresses some of the most pressing areas in the field: namely why assessment for learning has too often become assessment of learning and why marking and feedback are not the same thing. It sets out a new vision of assessment in a clear, fluid style that will be just as useful to the newly qualified teacher as the seasoned academic (Carl Hendrick, Head of Learning and Research at Wellington College)

Book Description

A research-informed examination of formative assessment practices.


Customer Reviews

4.4 out of 5 stars
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useful contribution to the advice on assessment
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Lots of useful information for teachers. Real food for thought and good ideas for moving forward with assessment
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Every assessment lead and head should read this interesting and innovative book.
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I bought this as a trainee teacher as I'm interested in 'assessment for learning' (AFL) . I'd read 'Inside the Black Box' (ITBB) and found some interesting ideas that I wanted to put into practise in my teaching, but I've found that in different schools there are different ideas about what AFL looks like. The author has some very interesting, common sense ideas about why AFL has not been as successful as the authors of ITBB would have liked, and what can be done to get the most value out of it. I would recommend this book to anyone interested in what AFL can do for their practice of teaching, but it also needs to be read by senior management so that the decision makers in a school don't fall into the trap of requiring AFL strategies that are ineffective, but look good for inspections.
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I will start my review with a declaration of interest, I work at one of the schools in the academy chain that Daisy works for. However it should be noted that the model that Daisy proposes in the book is neither embedded nor fully implemented (yet) across the chain.

The real strength in this book lies in its aim to look at assessment and not to get diverted by current changes in the assessment systems. If you are looking for a book that will tell you how to grade at 9-1 GCSE or to benchmark at KS2 you will not find it here. Instead you will find the arguments to release curriculum planners from the shackles of deriving ever more summative like tasks in formative assessments. You will instead explore the knowledge of learners, understand what they do and do not know and be able to provide feedback for progress.

Making Good Progress? is an immensely easy read especially for those involved in curriculum planning and assessment design. It's short chapter style allows the reader to pause at the end of each section and consider the possible uses for the arguments in their own environments. This book is highly recommended for anyone who wants to deeply think about progress in their schools.

Can we find better ways of giving feedback for progress? Does formative assessment always need to be linked to the test? Can we reward artistic and talented responses? Does summative assessment need to be done termly? Can we rely on summative grades/benchmarks to tell us what our learners know?...... all of these questions and many more can be tackled when reading this book.
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I've almost finished this book. After reading the first couple of chapters I realised how important the content of this book is for all teachers and senior leaders in education when implementing effective strategies for formative and summative assessment in life after levels. Will definitely use some suggestions from this book when reviewing assessment and feedback policy. Thank you for sharing your knowledge, Daisy!
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Format: Paperback Vine Customer Review of Free Product ( What's this? )
This is an odd book. Full of interesting insights into the nature and purpose of assessment, it could be very good. And yet one of the central points, that we need to teach using a direct instruction method rather than project - based learning, is a straw man argument of the worst kind. I don't know of any teacher who would advocate for a system of learning where, as the author rightly criticises, students are expected to always perform authentic tasks. And yet this doesn't mean that it is never appropriate to do this. The author doesn't seem to consider that it is possible or desirable to have a range of different pedagogical approaches.

I wonder if there is an underlying assumption here about the purpose of education: that it is really about instrumental skills rather than learning for its own sake. I don't share that assumption which is why I disagreed web much of the first parts of the book.

The latter sections, detailing how assessment systems might work in the future, was much stronger and is well worth a read.
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Format: Paperback Vine Customer Review of Free Product ( What's this? )
This is superb and one I've already recommended to my colleagues. It is current and information and supports the wilderness that is life after levels for teachers. I'm subject lead for English and core subjects get so much focus I felt I needed affirmation of what I was doing and also more information. Covers background to the current situation and where we were before. Gives realistic reviews of existing systems available and how to evaluate whatever it is you set up in your own school. It was on my list of books to buy just before it came up as a review option.

I skimmed through it tentatively to begin with and then looking closer at different chapters that I felt were more relevant. It is accessible for any level of management and gives good insights into what making good progress means. Fantastic!
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