Overview

Is assessment just a tick box exercise for you? Are you able to integrate assessment into your everyday teaching? Are you sure that your assessment of learners leads to learning gains? This book acknowledges that you are the expert in your own particular context and allows you to take control of assessment for your learners and yourself. It presents strategies and responds to current educational challenges, offering a variety of assessment approaches and a straightforward toolkit of ideas for effective assessment. Designed to be read over a week, the book is divided into seven concise chapters detailing clear strategies, examining the strategy in action and summarising the underpinning theory. So sit back and enjoy exploring what meaningful assessment can do for you and your learners.

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9781911106302

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Professor Martin Fautley is director of research in the school of education and social work at Birmingham City University. He has a wealth of experience in music education, both in terms of pedagogy, and of music education research. After enjoying many years as a classroom music teacher, he then undertook full-time Doctoral research working across the education and music faculties at Cambridge University, investigating teaching, learning, and assessment of classroom music making, with a focus on composing as a classroom activity. He is widely known for his work on researching assessment in the classroom, but also researches understandings of musical learning and progression (especially in the novice stages), composing, and creativity. He regularly undertakes research and evaluation projects in the field of music education. Alison Daubney is a senior teaching fellow in education at the University of Sussex. She is an experienced teacher, researcher, mentor, teacher educator and workshop leader across formal and non-formal education. Alison has worked extensively on international assessment and curriculum development with the University of Cambridge International Examinations. In 2008 she was awarded a PhD from the University of Surrey, Roehampton. Her research is widely published and relates to assessment, technology, musical engagement of children in challenging circumstances and anxiety in performance domains. Susan Wallace is Emeritus Professor of Education at Nottingham Trent University where, for many years, part of her role was to support learning on the initial training courses for teachers in the FE sector. She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences. Her particular interests are in mentoring and the motivation and behaviour of students.

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