Transcription of Assessment for learning - ed
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Assessment for learning - ed
Mar a Teresa Fl rez and Pamela Sammons Oxford University Department of EducationAssessment for learning : effects and impactAssessment for learning : effects and impact Copyright CfBT Education Trust 2013. The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education improvement: international reviews of best practiceWorking with partners including the Department of Education at Oxford University, the Centre for Equity in Education at the University of Manchester, the University of Glasgow, the University of Nottingham and the Hong Kong Institute of Education, CfBT Education Trust has commissioned a series of reviews of international literature.
• recognise and value current skills and help teachers to identify their current formative practice. • have meetings where teachers discuss learning • give teachers time to plan well by encouraging them to mark less, but mark better. The review concludes by identifying two sets of guidelines, for policymaking and practice. The former include:
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