In her second book, former teacher Christodoulou assesses assessment systems over the last few decades and the research that has informed them. Arguing that it is important to adopt a research-based approach to assessment, she explores why previous assessment systems have failed and sets out to ensure that the flaws in those systems are not repeated as schools design new assessment systems.
Christodoulou suggests that schools have struggled to design new assessment systems since national curriculum levels were abolished in England, and argues that schools will have to re-think methods of assessing pupils, along with recording and reporting on those assessments.
She sets out to offer practical advice on how schools may approach these new assessment systems, with tips on the use of formative and summative assessments, and how to best utilise record-keeping of pupils’ progress to help them achieve success.
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