Assessment in practice

Table of contents

Evaluating education and improving it

Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL Institute of Education

Assessing extended writing: Options and innovations

Daisy Christodoulou, Director of Education, No More Marking, UK

Compare the marking: Using comparative judgement to assess student progress at secondary school level

Philip Stock, Assistant Headteacher, Greenshaw High School, Surrey, UK

Identifying and assessing students’ spoken language skills

Neil Mercer, Ayesha Ahmed and Paul Warwick, Faculty of Education, University of Cambridge, UK

Assessment as learning: The role of retrieval practice in the classroom

Jonathan Firth, PDGE Teacher-educator, University of Strathclyde, UK | Megan Smith, Assistant Professor, Rhode Island College | Blake Harvard, AP Psychology Teacher, Madison, Alabama, US | Adam Boxer, Head of Key Stage 3 Science, JCoss, UK

How to do IT: Using digital technology to support effective assessment and feedback

José Picardo, Deputy Head, Hampshire Collegiate School, UK

A research-informed journey to principled assessment practice

Stef Edwards, Chief Executive Officer, Learn-AT, UK

What is formative assessment, why hasn’t it worked in schools, and how can we make it better in the classroom?

Nikki Booth, Head of MFL and Music, Wolgarston High School, Staffordshire and PhD Researcher at Birmingham City University, UK

Balancing workload, assessment and feedback in the primary classroom

Andy Moor, Principal, St Bernard’s RC Primary School, Cheshire, UK

How can formative assessment work for both learners and teachers?

Clare Sealy, Headteacher, St Matthias Primary School, Tower Hamlets, UK

Effective Formative Assessment (EFA) - a secondary perspective

Jenny Hopper, Head of Modern Languages, Associate Assistant Headteacher, Sir William Borlase’s Grammar School

Guiding student improvement without individual feedback

Harry Fletcher-Wood, Associate Dean, Institute for Teaching, UK

Skilful questioning: The beating heart of good pedagogy

Jonathan Doherty, Senior Lecturer, Primary Education. Leeds Trinity University, UK

Enabling students’ learning independence through assessment for learning

Beth Budden, Assessment leader, John Ball Primary School, London, UK

Using school-entry assessments well

Catherine Kirkup, Head of Assessment Research and Product Development, National Foundation for Educational Research, UK

Opportunities and challenges in assessing teaching: Lessons from Germany

Stuart Kime, Director of Education, Evidence Based Education, UK

Making validation clearer for classroom teachers

Deep Singh Ghataura, Science Teacher, Heston Community School, London, UK

Exploring the effects of relative marking in Key Stage 3

Antony Barton, Acting Head of English and Assistant Head of Learning and Research, Putney High School, London, UK

A marked improvement?

The Education Endowment Foundation looks at how better evidence could help to reduce teacher workload.

A marked improvement: Where are we now?

Michael Taylor, Head of Teaching and Learning (Research Lead), Middlewich High School, Cheshire, UK

Effective marking strategies for learners: What helps, what hinders?

Rachel Falkner, Inclusion Consultant, Oxfordshire School Inclusion Team (OXSIT) and Associate Tutor, Oxford Brookes University, UK

Assessment: Challenges, impact, accountability and the future

Tim Oates, CBE, Group Director of Assessment Research and Development, Cambridge Assessment, UK

Working towards big ideas: Implications for the curriculum, pedagogy and assessment

Wynne Harlen OBE, PHD Visiting Professor at the University of Bristol, UK

Teacher journal clubs: How do they work and can they increase evidence-based practice?

Sam Sims, PhD Researcher, UCL Institute of Education and Research Fellow, Education Datalab UK | Gemma Moss,Director of the International Literacy Centre, UCL Institute of Education, UK | Ed Marshall, Quality Assurance Team Leader, The Key, UK

Critical thinking: A core skill within education and healthcare

Jonathan M Sharples and Sandy Oliver UK EPPI-Centre, UCL Department of Social Science | Andrew D Oxman Global Health Unit, Norwegian Institute of Public Health, Oslo, Norway | Kamal R Mahtani Centre for Evidence-based medicine, Oxford University; Nuffield Department of Primary Care, Health Sciences, UK | Iain Chalmers James Lind Initiative, Oxford, UK | Kevan Collins Education Endowment Foundation, London, UK | Astrid Austvoll-Dahlgren Global Health Unit, Norwegian Institute of Public Health, Oslo, Norway | Tammy Hoffmann Centre for Research in Evidence-based Practice, Bond University, Gold Coast, Australia

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