Embedding assessment to improve learning
Issue 351 | Page 52 | Published Dec 2013
Description
The traditional plan of teaching science content and then deciding at the end what to ask in an examination is challenged in this presentation, which starts the planning at the other end of the process. The intention is to consider the topic, decide what children should know and be able to do by the end, then structure the teaching, with assessment taking place throughout so that successful outcomes can be achieved.
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