To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations
(2014)
Journal Article
The issue of whether trainee teachers in the post-16 sector should have their classroom practice graded has been debated for a number of years. The case for training courses retaining an emphasis on written and verbal ‘developmental’ feedback at the... Read More about To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations.