1. ASSESSMENT, PUPIL MOTIVATION AND LEARNING
UNIT
6.1
Terry Haydn
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

2. OBJECTIVES At the end of this unit you should be able to:
identify the differing purposes of assessment and the tensions between them
explain what is meant by ‘assessment for learning’
use correctly some important assessment terminology
select strategies for making assessment and evaluation purposeful and manageable
use assessment data in various ways to help pupils to make progress in their learning.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

3. UNDERSTANDING ASSESSMENT
Understanding the vocabulary of assessment
Understanding and taking account of the limits of teaching effectiveness
Understanding progression in your subject and being able to see ‘the bigger picture’
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

4. ASSESSMENT FOR ACCOUNTABILITY AND ASSESSMENT FOR LEARNING
Recent developments in assessment practice in the UK
Why is assessment for learning important?
What does ‘assessment for learning’ mean?
The integration of a variety of assessment instruments into day-to-day classroom activities
Sharing learning goals
Self and peer assessment
Questioning and dialogue with pupils
Feedback
Feedback and marking
Using assessment data
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

5. MARKING AND YOUR PROFESSIONAL DEVELOPMENT
Keeping assessment manageable
Acquiring a ‘grounding’ in assessment
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

6. FURTHER INFORMATION To explore this material further, read:
Haydn, T. (2009) ‘Assessment, pupil motivation and learning’, in S. Capel, M. Leask and T. Turner (eds) Learning to Teach in the Secondary School: A Companion to School Experience, 5th edn, London: Routledge.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

7. FURTHER READING
Assessment Reform Group (ARG) (2002) Testing, Motivation and Learning, Cambridge: University of Cambridge Faculty of Education.
Black, P. and Wiliam, D. (1998a) Inside the Black Box, London: King’s College.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning: Putting it into Practice, Maidenhead: Open University Press.
Clarke, S. (2005) Formative Assessment in Action: Weaving the Elements Together, London: Hodder and Stoughton.
DfES (Department for Education and Skills) (2002b) Releasing Potential, Raising Attainment: Managing Data in Secondary Schools, London: DfES.
Miller, D. and Lavin, F. (2007) ‘“But now I feel I want to give it a try”: formative assessment, self-esteem and a sense of competence, The Curriculum Journal, 18(1): 3–25.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009