To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations

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To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations

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 expense of ‘judgements’ appears to be lost. This a...

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Bibliographic Details
Main Authors:	Matthews, Richard, Noyes, Andrew
Format:	Article
Published:	Taylor & Francis 2016
Subjects:	post-16 teacher training Ofsted quality assurance
Online Access:	https://eprints.nottingham.ac.uk/32027/

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