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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 13. Assessment > Further reading > Classroom strategies


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Classroom strategies

Two very readable booklets summarising the work of Black, Wiliam and colleagues at King’s College London in helping teachers translate into practice findings about formative assessment are:

  • Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: School of Education, King’s College
  • Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box: Assessment for Learning in the Classroom, London: Department of Education and Professional Studies, King’s College.

The King’s team have also authored a series of subject specific booklets, (for example, English Inside the Black Box, Geography Inside the Black Box) all published by nferNelson. Their work on the King's Medway Oxfordshire Formative Assessment Project is the source for their book:

  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning: Putting it into Practice, Buckingham: Open University Press.

Clarke has been one of the biggest influences on primary assessment practices and her books, based on work with teachers, offer a practical and structured approach to implementing formative assessment in primary schools.

She extended her work into secondary schools in a book that includes references to the King’s Medway Oxfordshire Formative Assessment Project.

  • Clarke, S. (2005) Formative Assessment in the Secondary Classroom, London: Hodder Murray.

 

Many other authors and organisations offer helpful guidance on classroom assessment strategies:

  • AAIA (2002) Secondary Assessment Practice: Self Evaluation and Development Materials. www.aaia.org.uk
  • AAIA South-West Region (2000) Pupils Learning from Teachers’ Responses, www.aaia.org.uk
  • Askew, S. (ed.) (2000). Feedback for Learning. London: RoutledgeFalmer.
  • Blanchard. J. (2009) Teaching, Learning and Assessment, Maidenhead: Open University Press.
  • Earl, L. (2013) Assessment as Learning: Using Classroom Assessment to Maximise Student Learning: 2nd Edition, Thousand Oaks, CA: Corwin Press.
  • Heritage, M. (2010) Formative Assessment: Making it Happen in the Classroom, Thousand Oaks, CA: Corwin Press.
  • Irons, A. (2008) Enhancing Learning Through formative Assessment and Feedback, Abingdon: Routledge.
  • Lambert, D. and Lines, D. (2000) Understanding Assessment, London: RoutledgeFalmer.
  • Spendlove, S. (2012) Putting Assessment for Learning into Practice, London: Continuum. (Reading 13.3)
  • Torrance, H. and Pryor, J. (1998) Investigating Formative Assessment, Buckingham: Open University Press.
  • Weedon, P., Winter, J., and Broadfoot, P. (2002) Assessment: What's In It for Schools? London: RoutledgeFalmer.
  • Wiliam, D. (2011) Embedding Formative Assessment, Bloomington, IN: Solution Tree Press.

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