„The author of this guidebook has come up with a method of teaching that suits her, brings her joy, and is extremely effective. We are lucky that she has decided to share this absolute gem with us. She sees formative assessment as an effective method for intellectual development and growth and she is inviting us to join her on this journey.”
„This handbook is a must-read for any teacher who is just starting out! This handbook both encourages using formative assessment in practice and simplifies its application to the syllabus. What makes this handbook so special and valuable is that you can re-read it multiple times and you will always find something useful in it regardless of your skill level and your experience.”
„This handbook makes you rethink the role teachers play in society and their impact on the future of education. It contains powerful words of encouragement and the approaches of influential authors in the field of formatives assessment which help caution the reader against less effective yet often ingrained teaching methods. The author includes her personal experience, key realisations, and examples of good teaching practices backed by ample experience in the field of education and formative assessment. She encourages and inspires teachers to cultivate a more positive and effective learning environment in our schools and thus contributes to improving the quality of our education.”[/show_more]
All teachers, professors, and other professionals in the field of education wish their students and pupils to be active, responsible, independent, internally motivated, and happy. But are they really? And if they aren’t, what can we do to help them feel that way?
This handbook feels like a practical guide to the development of formative assessment and teaching in practice, which makes it incredibly valuable for both teachers and headteachers.
The author encourages her readers start or continue exploring and monitoring their own work and their personal development thereby helping to change how we view teaching, learning, and the culture of education. This is the first step to transforming the culture of teaching in favour of it promoting the personal and professional development of individuals and the school staff as a whole. The handbook offers several useful pieces of advice and instruction that were tested in practice and work like a charm. It also includes an abundance of challenges that help the reader find out how they can contribute to using the model of formative assessment in Slovenia. Reading this handbook helps you realise how important active exploration and self-reflection are in our work environment and how much they contribute to its development.
Another added value of this handbook is that its author, intentionally or unintentionally, encourages us to reflect on the nature of the Slovene educational system and what kind of system we wish to build and actively co-create in the future.”
I’ve been following Mateja Peršolja, the author of this handbook, ever since, as a young Maths teacher, I realised that “ordinary” teaching methods weren’t challenging to me anymore. Even back then Mateja had an abundance of useful tips and tricks on how to implement formative assessment in both theoretical and practical aspects of teaching. Since Mateja has been such a positive influence and an inspiration throughout all these years and because her work has given me the confidence to know that I am on the right track as a teacher, it has been a great honour to have been able to read her handbook before its official release.
While reading the handbook, I kept thinking about how I really could have used all these instructions back when I first started introducing the principles of formative assessment to my lessons. The contents of the handbook confirmed to me that my approach to formative assessment is correct. I am sure this handbook will be the perfect companion for any teacher who wishes to learn about formative assessment and use it in their work. I recommend it both to those who have only just begun using formative assessment in the classroom, as well as anyone who has long since realised that formative assessment is a step in the right direction in the development of the pedagogical process. This is one of those handbooks that will be the indispensable asset of every teacher on the path of change. I see the greatest value in the fact that it is supported by concrete instructions gathered through years of experience.”