Chapter Ten

Chapter Ten Introduction | Set of Sources on King John for Exemplar Lessons |
Source Question on King John | KS3 History Assessment Sheet | Bibliography

Bibliography

Askew, S. (ed.) (2000) Feedback for Learning, Routledge.

Black, P., Harrison, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box: Assessment for Learning in the Classroom. Kings College, London.

Black, P. and Wiliam, D. (1998) Inside the Black Box, Kings College, London.

Brooks, V. (2002) Assessment in Secondary Schools, Open University Press.

Burnham, S. and Brow, G. (2004) ‘Assessment without level descriptions’, Teaching History, 115.

Butler , S. (2004) ‘Comments v Levels’, Teaching History, 115.

Byrom, J. (2000) ‘Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning’, Teaching History, 99, Curriculum Planning Edition.

Cain, K. and Neal, C. (2000) ‘Opportunities, challenges and questions in Year 8’, Teaching History, 115.

CHATA (Concepts of History and Teaching Approaches at KS2 and KS3) is a research programme based at the London Institute of Education. It includes an investigation of the progression of children’s ideas of historical enquiry and historical explanation between the ages of 7 and 14. As such, it is an important contribution to the contentious issue of the use of levels in the assessment of pupils’ progress.

Clarke, S. (2001) Unlocking Formative Assessment: Practical Strategies for Enhancing Pupils’ Learning in the Primary School, Hodder and Stoughton.

Cottingham, M. (2004) ‘Dr Black Box and how I learned to stop worrying and love assessment’, Teaching History, 115.

Culpin, C. (2002) ‘Why we must change History GCSE’, Teaching History, 109.

Dann, R. (2002) Promoting Assessment for Learning.

Davies, L. (2004) Investigating the Use of Peer and Self-assessment to Improve Pupils’ Performance When Writing about Historical Sources, National Teacher Research Panel, see: www.standards.dfes.gov.uk/ntrp/publications/davies and hogg/. ‘Davies and Hogg found the use of peer assessment changed their pupils’ perceptions of assessment from one that was done by an expert within a system of assigning status or the giving or withholding of rewards to one that saw assessment as a process in which they can legitimately be involved.’

DfES (2004) Pedagogy and practice: Teaching and Learning in Secondary Schools. Unit 12: Assessment for learning.

Freeman, J. and Wreake, J. (2005) DfES. ‘Innovation, inspiration and diversification: new approaches at KS3’, Teaching History, 120, includes peer assessment grid.

Lee, P. (1998) ‘A lot of guesswork goes on: children’s understanding of historical accounts’, Teaching History , 92.

Lee, P. and Ashby, R. (2001) ‘Progression in historical understanding 7–14’, in P. Seixas, P. Steans and S. Wineberg (eds) Teaching, Knowing and Learning History. New York University Press.

Lee, P., Ashby, R. and Dickinson, A. (1996) ‘Progression in children’s ideas about history,’ in M. Hughes, Progression in Learning, Bristol.

Lee, P. and Shemilt, D. (2003) ‘A scaffold not a cage: progression and progression models in history’, Teaching History, 113 in the Creating Progression issue.

Ofsted (2002) Assessment in History, Report on the Oxford Invitation Conference, March 2002.

Ofsted (2003) Good Assessment Practice in History, Scott Harrison HMI.

Steans, P., Seixas, P. and Wineberg, S. (2000) Knowing, Learning and Teaching History, New York University Press.

Sutton, R. (1995) Assessment for Learning. RS Publications.

Teaching History has special assessment issues – December 2002 and June 2004.

Torrance , H. and Pryor, J. (2001) ‘Developing formative assessment in the classroom: using research to explore and modify theory’, British Educational Research , 27(5): 615–30.

Tunstall, P. and Gipps, C. (1996) ‘How does your teacher help you to make your work better? Children’s understanding of formative assessment’, The Curriculum Journal, 7 (2): 185–203.

Vermeulen, E. (2000) ‘What is progress in history?’, Teaching History, February.