A teacher's job is to create an environment where our students' engagement in learning proceeds in an intended direction. In order for this to occur, we must form a bridge between the teaching of material in the classroom and how the learning of that information is being processed and manipulated by our students. The only way we can do this effectively is through the process of assessment.
Recent theoretical history on how to effectively establish and implement assessment strategies into policy has caused much confusion; it is high time to consider how assessment, marking and feedback have changed over the years so that conversations about how best to move forward can begin.
In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.
About the editor
Sarah Donarski is an English teacher at Wellington College and is a curator of Wellington College's Festival of Education. She has spoken at researchED conferences around the UK and has been cited in the IB Review and other John Catt and Crown House publications. Sarah regularly blogs at perspected.wordpress.com. Her main area of research, feedback, has been her key focus for her own publication more recently.