By Colin Conner
Review has turn into one of many key matters in fundamental schooling over the last 10 years. This edited quantity of essays brings jointly views from all of the major individuals focused on evaluation within the basic institution: lecturers, headteachers, LEA advisors, inspectors, scholars, teachers and researchers. The contributions illustrate potent review, and view the way it is, and will be, completed. it is going to be of curiosity to college review co-ordinators, deputies and heads following NPQH classes, and academics on IE classes.
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Extra resources for Assessment in Action in the Primary School (Primary Directions Series)
GIPPS, C. (1994a) ‘Developments in educational assessment or what makes a good test’, Desmond Nuttall Memorial Lecture, Institute of Education, London, June 10th. GIPPS, C. (1994b) Beyond Testing. Towards a Theory of Educational Assessment, London: Falmer Press. GIPPS, C. (1997) Assessment in Primary Schools: Past, Present and Future, London: The British Curriculum Foundation. GIPPS, C, MCCALLUM, B. and BROWN, M. (1997) ‘Models of teacher assessment among primary school teachers in England’, The Curriculum Journal, 7, (2), pp.
G. ‘Going to sea in a boat’. Imaginary play (sic) such as pretending to be a lion with no development or character, motive or plot is not sufficient to attain the criterion. So Lucienne Piaget’s play, pretending to be a church, with no development or character, motive or plot, is not sufficient to score a point. Fortunately, Piaget’s observations were not structured by any such idiocies, and he was free to explain the significance of what he saw in his own terms. The observation is recorded in Play, Dreams and Imitation in Childhood, though its French title, La Formation du Symbole, is more meaningful here.
Here I will conclude with a reminder of the equally impressive powers of adult educators: their powers to observe and to respect children’s learning, to think about and try to understand learning, and then to make tentative interpretations and sensitive judgments. All these powers will contribute to the effective practice of baseline assessment. It can, and must, be done. Notes This chapter is an edited version of a lecture first given at a local conference organized by the Association for the Study of Primary Education (ASPE) in Cambridge in February 1997.
Assessment in Action in the Primary School (Primary Directions Series) by Colin Conner