Unlocking Creativity : A Teacher's Guide to Creativity Across the Curriculum

195 Pages·2012·1.84 MB·English

by  Robert Fisher

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Unlocking
Assessment
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The Unlocking Series
Series Editor: Robert Fisher
Robert Fisher was until recently Professor of Education and Director of the
Centre for Research in Teaching Thinking at Brunel University. His research
publications on teaching and thinking are internationally recognised and he has
published more than twenty books on education. His recent publications include
Teaching Thinking (Continuum) and the highly acclaimed Stories for Thinking series
(Nash Pollack). He is involved in research and training with schools and local
education authorities, is an adviser to the Department for Education and Skills
and is a frequent speaker at national and international conferences on the teaching
of literacy, creativity and thinking skills.
Also available:
Unlocking Creativity
Teaching across the curriculum
Edited by Robert Fisher and Mary Williams
1-84312-092-5
Unlocking Learning and Teaching with ICT
Identifying and overcoming barriers
Helena Gillespie
1-84312-376-2
Unlocking Speaking and Listening
Edited by Pamela Hodson and Deborah Jones
1-84312-392-4

Unlocking Writing
A guide for teachers
Mary Williams
1-85346-850-9
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Unlocking
Assessment
Understanding for reflection and application
Edited by Sue Swaffield
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First published 2008
by Routledge
2Park Square, Milton Park, Abingdon, Oxon OX144RN
Simultaneously published in the USA and Canada
by Routledge
270Madison Ave, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2008Selection and editorial matter, Sue Swaffield; individual chapters, the contributors.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Unlocking assessment: understanding for reflection and application/edited by Sue Swaffield.
p. cm.
1. Educational tests and measurements. I. Swaffield, Sue.
LB3051.U582008
371.26–dc22
2007034244
ISBN 0-203-93093-2 Master e-book ISBN

ISBN10: 0-415-45313-5(pbk)
ISBN10: 0-203-93093-2(ebk)
ISBN13: 978-0-415-45313-4(pbk)
ISBN13: 978-0-203-93093-9(ebk)
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Contents
List of illustrations vii
About the contributors viii
Acknowledgements x
Introduction xi
Sue Swaffield
PART I
Assessment, values, learning and agency 1
1. Assessment and values: a close and necessary relationship 3
Mary-Jane Drummond
2. Assessment and learning 20

Mary James
3. Can assessment unlock and open the doors to resourcefulness
and agency? 36
Margaret Carr
PART II
Assessment for learning 55
4. Feedback: the central process in assessment for learning 57
Sue Swaffield
v
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s 5. Questioning and dialogue 73
t
n
e Jeremy Hodgen and Mary Webb
t
n
o
C
6. Getting to the core of learning: using assessment for
self-monitoring and self-regulation 90
Lorna Earl and Steven Katz
7. Understanding and using assessment data 105
Pete Dudley and Sue Swaffield
PART III
Assessment issues 121
8. Quality in assessment 123
Dylan Wiliam
9. Trusting teachers’ judgements 138
Wynne Harlen
10. Technology in the service of twenty-first century learning
and assessment 154
Martin Ripley
Continuing the exploration 173
Sue Swaffield
Index 175

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Illustrations
Figures
1.1 The contents page of Tom’s book 5
1.2 Extracts from Tom’s book 6
1.3 Extract from a baseline profile schedule 7
1.4 Extract from an early assessment instrument 8
1.5 Extract from an early assessment instrument 8
1.6 Tom, a powerful child 10
1.7 Learning stories 14
9.1 Using evidence for formative and summative assessment 148
Tables
6.1 Pool table dimensions and observations 101
10.1 e-assessment products to support learning 159
10.2 Test and examination resources 168

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About the contributors
Margaret Carr is Professor of Education at the University of Waikato, New
Zealand. She co-directed the New Zealand Te Wha¯riki early childhood curricu-
lum project, and has worked with teachers in a number of research projects on
learning and assessment in the early years.
Mary-Jane Drummond was an infant teacher for many years before she joined
the Faculty of Education at the University of Cambridge, from which she has
recently retired. She has taught on a wide variety of professional development
courses, specialising in the early years of childhood.
Pete Dudley taught in East London and abroad for many years before working
as a primary and assessment adviser in Essex and later Deputy Director of Educa-
tion Redbridge, London. He worked on school networks with NCSL and is now
Director of the Primary National Strategy. He is a TLRP researcher and writer
on primary education.
Lorna Earl, PhD is Direc tor of Aporia Consulting Ltd. She is a recently retired
Associate Professor and Head of the International Centre for Educational Change
at OISE, University of Toronto. Assessment has been her career passion and she
has written many articles, books and monographs on this topic.
Wynne Harlen has been involved in research, curriculum development and
assessment throughout her career. The posts she has held include Sidney Jones
Professor and Head of the Education Department at the University of Liverpool
and Director of the Scottish Council for Research in Education. She is now
Visiting Professor at the University of Bristol.
Jeremy Hodgen taught mathematics in primary and secondary schools, before
joining King’s College London where he teaches on the PGCE, MA and
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doctoral programmes. His research interests include assessment, learning and s
r
o
teaching in mathematics education. He is co-author (with Dylan Wiliam) of t
u
Mathematics Inside the Black Box (2006). rib
t
n
o
C
Mary James is Chair of Education at the Institute of Education, London and
Deputy Director of the ESRC Teaching and Learning Research Programme. She
currently holds an ESRC Research Fellowship and she is a member of the Assess-
ment Reform Group.
Steven Katz is Senior Lecturer in Human Development and Applied Psychol-
ogy at OISE/UT where he is also the coordinator of the Psychology of Learning
and Development initial teacher education programme component, and a direc-
tor of Aporia Consulting Ltd. He has received the Governor General’s medal for
excellence in his field and is co-author of Leading Schools in a Data-Rich World.
Martin Ripley is Director of the Student Academy at the National Academy of
Gifted and Talented Youth (NAGTY). He is also a Director of the eAssessment
Association and co-founder of the 21st Century Learning Alliance.
Sue Swaffield is a lecturer in Leadership and School Improvement at the Uni-
versity of Cambridge Faculty of Education. Assessment development and research
has been a major theme throughout her career as a teacher, local authority adviser
and now in higher education.
Mary Webb is Senior Lecturer in Information Technology in Education at
King’s College London and Director of the secondary PGCE ICT course. Previ-
ously she has taught ICT and science in secondary schools and all subjects in
primary schools. Her research interests include pedagogy with ICT and formative
assessment. She is co-autho r of ICT Inside the Black Box (2007).
Dylan Wiliam is Deputy Director, and Professor of Educational Assessment, at
the Institute of Education, University of London. In a varied career, he has
taught in inner-city schools, trained teachers, developed national curriculum
assessments and undertaken a range of administrative tasks in universities. His
main current interest is how to support teachers in making greater use of assess-
ment to support learning.
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