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PROFESSIONAL BOOKS
- Detail Page
Enriching
Feedback in the Primary Classroom:
Oral and Written Feedback
From Teachers
and Children
by Shirley Clarke |
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DETAILS
ABOUT THIS BOOK:
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Author Bio
Introduction
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Other
Books by The Author
Targeting Assessment in
the Primary
Classroom:
Strategies for Planning,
Assessment, Pupil Feedback and
Target Setting
Unlocking Formative Assessment:
Practical Strategies for Enhancing
Pupils' Learning in the Primary
Classroom
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Discover the power of self-evaluation,
paired evaluation, and written, oral,
and
“incidental” yet focused feedback.
2003 pb 148 pages Item# 530
ISBN: 0-340-87258-6 $25.00
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Description
Contents
Author Bio
Introduction
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Description:
Marking and other forms
of classroom feedback to pupils can actively boost learning – or it can
demoralize and alienate. The ways in which pupils can be involved in and
told what is expected of them, how well they are doing and what to do next,
and how their efforts are appraised, lie at the heart of effective
assessment for learning.
Drawing on classroom
research and with a focus on practical issues and examples from across the
primary curriculum, this book offers clear strategies for purposeful marking
and effective feedback.
Shirley Clarke shows how
marking and feedback complete the “learning loop’ which starts with clear
learning intentions and success criteria. Taking forward core themes
developed in Unlocking Formative Assessment, she contrasts
traditional and alternative approaches, showing how children respond to
written, oral and ‘incidental’ feedback. She explores different ways of
marking, including pupil and paired marking, and explains which are most
effective – and why. INSET suggestions and advice on implementing a
whole-school feedback policy will help you to discover what works best for
you – and your pupils – in your classroom.
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Description
Contents
Author Bio
Introduction
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Table of Contents:
Introduction
1
Creating a learning culture in which effective
feedback can exist
2
Learning intentions
3
Success criteria
4 What
matters about feedback
5
Enabling a feedback culture – the teacher’s
language
6 A
whole-school framework, rationale and policy
for feedback
7 Quality feedback with young children
8 Qualify feedback through marking
9 Self-and paired marking
10
You’ve read the book – now what?
References
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Description
Contents
Author Bio
Introduction
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Author Bio:
Shirley Clarke is an
Associate of the Institute of Education, University of London, and is much
in demand as an education consultant, in the UK and internationally. Her
course and training days for teachers, and ongoing involvement in action
research, give her a down-to-earth perspective on day-to-day classroom
realities.
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