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Feedback, Talk and Engaging with Learners. Formative Assessment in Adult Numeracy. Research Report

Diana Coben

出版	National Research and Development Centre for adult literacy and numeracy, 2010
URL	http://books.google.com.hk/books?id=VQo3swEACAAJ&hl=&source=gbs_api

註釋

This is the report of a project that focused on the development and evaluation of teaching strategies for formative assessment in numeracy. The following questions are addressed: * How can formative assessment best be devised for and successfully incorporated into adult numeracy teaching? * What are the best methods and materials to use whereby formative assessment can be incorporated into normal adult numeracy classroom activities? Table of contents: * Executive summary * Introduction * The background to formative assessment: evidence and guidance from research (The literature on formative assessment. The literature on formative assessment in adult learning) * Research design and methods * Formative assessment in adult numeracy: themes and issues (Classroom talk and formative assessment in adult numeracy. Peer- and self-assessment: using students to facilitate learning and Teaching. Formative assessment and talk in ESOL classrooms. Formative assessment in embedded numeracy classes. Individual Learning Plans (ILPs) and Lesson Objectives. Using representations and tools. Using summative assessments formatively) * Is formative assessment effective in adult numeracy classrooms? (The teacher-researchers' views. The learners' views) * Key findings * Appendix A: The research team * Appendix B: Profiles of the teacher-researchers * Appendix C: Outline of the three teacher-researcher meetings, September to November * Appendix D: Research instruments * Appendix E: Research settings * Appendix F: The religion article * References.