By Denis Hayes
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Above all, effective assessment requires educators to make choices, in the interests of children, that are based on a coherent set of principles, which are themselves an expression of each educator’s core values. As these choices are made and translated into daily classroom practice, teachers are exercising . . their responsibility for children’s learning, their right to act in children’s interests, and their power to do so wisely and well. In effective assessment, teachers recognise the disparity of power between adults and children in school classrooms .
1991, 2003) Thinking in Education, Cambridge: Cambridge University Press. Think wider Introducing a philosophy programme is not without its challenges, notably the pressures of an already crowded curriculum and the demands it places on teachers as they step aside from their more traditional role and have to inculcate unfamiliar practices and behaviour into children. In addition, teachers are required to demonstrate that their pupils are performing at satisfactory levels in the national tests, which do not incorporate philosophical reflection.
Consider the implications of the differing definitions for practice. Educational assessment judgements. Convene a discussion about the use and limitations of Newton’s classification of educational assessment judgements, as a means of drawing up a workable system for the institution. Literature survey. Examine the available literature and collate the variety of definitions and uses for assessment judgements. Use your results to create a schema of assessments types and their operation. They found that the students’ enhanced enjoyment of their learning corresponded with improved learning outcomes; furthermore, evaluations of their summative assessment tasks demonstrated responses that featured deeper and more sophisticated understandings, and holistic and well-differentiated knowledge structures, together with high levels of synthesis and integration.