Testing English: Formative and Summative Approaches to English Assessment

Description

Considers why summative assessment in English is difficult and explores viewing it as an arts subject rather than one which is quantifiable and assessable objectively. This title also considers some of the solutions that have been put in place to overcome the problem both in the UK and abroad.

Bethan Marshall is Senior Lecturer at King's College London, UK, where she is Director of MA English and Education and MA Creative Arts in the Classroom.

'If English teachers read only one educational text this year, this should be it. Bethan Marshall not only gives a fascinating analysis of the almost incomprehensible world of policy development in English but provides a powerful evidence base to inform future policy and practice. This is a book entirely in the 'spirit of AfL', relective, analytical and immensely practical.' Louise Hayward, Professor of Educational Studies, University of Glasgow, UK 'Testing thinking, testing practice and always challenging...Bethan Marshall constantly provokes her readers to question inert ideas, while offering hope to teachers that they can reclaim the intellectual and moral high ground.' John MacBeath, Professor Emeritus, Faculty of Education, University of Cambridge, UK 'Marshall is extremely well qualified to take this subject on - she is arguably the UK's foremost expert in English and Assessment... It' a well-written and compelling book that draws on a great range of academic literature and a career rich in assessment research...this text is a must-read.' -- NATE - English Drama Media Marshall's text provides an excellent resource for teachers at all stages of their career... [her] style is engaging and her English teacher habit of proffering close textual analysis of educational terminology will resonate with many readers. -- The Use of English, Volume 63, Number 1 The prospects this author paints for future developments in assessing English, lie not so much in the details of individual projects but in the swift watercolour brushstrokes of deeply held beliefs of those involved. In 140 pages of text its depth and range is an inspiration to all who want to integrate English assessment into their practice in deeply purposeful ways. An inspirational read for us all. -- Philip Norman, University of Plymouth, UK * British Educational Research Journal *