To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations
(2014)
Journal Article
Matthews, R., & Noyes, A. (2016). To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations. Journal of Further and Higher Education, 40(2), 247-261. https://doi.org/10.1080/0309877X.2014.953456
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.