Brant, J;
Lines, D;
Unwin, A;
(2000)
Eight out of ten isn't good enough: Challenging teachers' perceptions of assessment.
Teacher Development
, 4
(2)
pp. 271-279.
10.1080/13664530000200109.
Preview |
Text
Brant2000Eight271.pdf - Accepted Version Download (206kB) | Preview |
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 article 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 that the trainees will encounter more formally later on in the course. © 2000, Taylor & Francis Group, LLC. All rights reserved.
| Type: | Article |
|---|---|
| Title: | Eight out of ten isn't good enough: Challenging teachers' perceptions of assessment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13664530000200109 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1543855 |
Archive Staff Only
 |
View Item |
