For inclusive educational policies to be successful teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teachers believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question.…

The syllabus for Workers' Education Association courses was revised to include explicit learning objectives while attempting to overcome adult student resistance to formal assessment. The form enables students to comment on the course and evaluate their own outcomes. (SK)

Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)

In this theoretical paper the informal assessment practices of two experienced teachers are used as cases for generating questions about future developments in formative assessment practice. Both teachers maintain a consistent formative assessment focus on the development of their students as enquirers, and one of them supplements this with…

Describes a study to investigate how effectively concept mapping can be used to focus children on their own learning in science and to provide a way of describing their own achievements. Findings indicate that some children were able to identify specific targets for future learning. Motivation and metacognition were the main areas of benefit. (PVD)

Writing teachers and educators can add to information from large-scale testing and teachers can strengthen classroom assessment by creating a tight fit between large-scale testing and classroom assessment. Across the years, large-scale testing programs have struggled with a difficult problem: how to evaluate student writing reliably and…

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)

This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…