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Using assessment to raise achievement in mathematics at key stages 1, 2 and 3

Publisher
QCA
Publication Date
Disciplines
  • Education
  • Mathematics

Abstract

6311_using_assess_raise_acievement_maths NationalNationalNationalNationalNational curriculumcurriculumcurriculumcurriculumcurriculum KEY STKEY STKEY STKEY STKEY STAGESAGESAGESAGESAGES 1–31–31–31–31–3 20032003200320032003 Using assessment toUsing assessment toUsing assessment toUsing assessment toUsing assessment to raise achievement inraise achievement inraise achievement inraise achievement inraise achievement in mathematicsmathematicsmathematicsmathematicsmathematics MaMaMaMaMa Assessment for Learning AA A ssessm ent for LearningAA A ssessm ent for Learning A A ssessm ent for Learning First published in 2003 © Qualifications and Curriculum Authority 2003 ISBN 1-85838-521-0 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for education purposes, without permission, providing full acknowledgement is given. Produced in Great Britain. The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA www.qca.org.uk/ Using assessment to raise achievement in mathematics at key stages 1, 2 and 3 ??????? Supporting Assessment for Learning Evidence suggests that using good strategies for formative assessment could lead to significant improvements in the performance of pupils. This guidance aims to provide information about using the following techniques: � involving pupils in assessing their own performance (section 1); � setting learning goals for pupils and sharing these with them (section 1); � using effective questioning techniques to assess and further pupils’ learning (section 2); � using marking and feedba

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