Items where Author is "Serret, N"

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Number of items: 19.

SERRET, N., RUSTON, L. and PERKINS, R., 2020. Assessment and planning for progress. In: N. SERRET and C. GRIPTON, eds., Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

SERRET, N. and HUNTER, F., 2020. Inclusive planning for learning. In: N. SERRET and C. GRIPTON, eds., Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

SERRET, N. and GRIPTON, C., 2020. Purposeful planning for learning: shaping learning and teaching in the primary school. London: Routledge. ISBN 9780429489266

HARRISON, C., CONSTANTINOU, C.P., CORREIA, C.F., GRANGEAT, M., HÄHKIÖNIEMI, M., LIVITZIS, M., NIEMINEN, P., PAPADOURIS, N., RACHED, E., SERRET, N., TIBERGHIEN, A. and VIIRI, J., 2018. Assessment on-the-fly: promoting and collecting evidence of learning through dialogue. In: J. DOLIN and R. EVANS, eds., Transforming assessment: through an interplay between practice, research and policy. Contributions from science education research, 4 . Cham, Switzerland: Springer, pp. 83-107. ISBN 9783319632476

SERRET, N., 2017. Creating opportunities for formative assessment during primary science inquiries. In: ASE Annual Conference 2017, University of Reading, Reading, 4-7 January 2017.

SERRET, N., HARRISON, C., CORREIA, C. and HARDING, J., 2017. Transforming assessment and teaching practices in science inquiry. Journal of Emergent Science (JES) (12), pp. 48-54. ISSN 2046-4754

SERRET, N. and HARDING, J., 2016. Assessing and enabling science inquiry. In: ASE, Birmingham, 6-9 January 2016.

CORREIA, C.F., NIEMINEN, P., SERRET, N., HÄHKIÖNIEMI, M., VIIRI, J. and HARRISON, C., 2016. Informal formative assessment in inquiry-based science lessons. In: J. LAVONEN, K. JUUTI, J. LAMPISELKÄ, A. UITTO and K. HAHL, eds., Electronic Proceedings of the ESERA 2015 Conference: Science Education Research: Engaging Learners for a Sustainable Future, Part 11, University of Helsinki, Helsinki, Finland, 31 August - 4 September 2015. Helsinki: University of Helsinki, pp. 1782-1791. ISBN 9789515115416

SERRET, N., HARRISON, C., CORRERIA, C. and HARDING, J., 2016. Primary teachers' understanding of science inquiry: influences on their teaching and formative assessment practice. In: J. LAVONEN, K. JUUTI, J. LAMPISELKÄ, A. UITTO and K. HAHL, eds., Electronic Proceedings of the ESERA 2015 Conference: Science Education Research: Engaging Learners for a Sustainable Future, Part 14, University of Helsinki, Helsinki, Finland, 31 August - 4 September 2015. Helsinki: University of Helsinki, pp. 2349-2359. ISBN 9789515115416

EARLE, S. and SERRET, N., 2015. Learning science through talk. In: M. DUNNE and A. PEACOCK, eds., Primary science: a guide to teaching practice. London: Sage. ISBN 9781446295090

BLACK, P., HARRISON, C., HODGEN, J., MARSHALL, B. and SERRET, N., 2013. Inside the black box of assessment. Black box assessment for learning . London: GL Assessment. ISBN 9781941112205

EARLE, S. and SERRET, N., 2012. Children communicating science. In: M. DUNNETT and A. PEACOCK, eds., Primary science: a guide to teaching practice. London: Sage. ISBN 9780857025067

BLACK, P., HARRISON, C., HODGEN, J., MARSHALL, B. and SERRET, N., 2011. Can teachers’ summative assessments produce dependable results and also enhance classroom learning? Assessment in Education: Principles, Policy & Practice, 18 (4), pp. 451-469. ISSN 0969-594X

GLACKIN, M. and SERRET, N., 2011. Using local outdoor spaces for learning. In: M. HOLLINS, ed., ASE guide to secondary science education. Hatfield: The Association for Science Education. ISBN 9780863574375

ADEY, P. and SERRET, N., 2010. Science teaching and cognitive acceleration. In: J. OSBOURNE and J. DILLON, eds., Good practice in science teaching. London: Open University Press. ISBN 9780335238583

BLACK, P., HARRISON, C., HODGEN, J., MARSHALL, B. and SERRET, N., 2010. Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice, 17 (2), pp. 215-232. ISSN 0969-594X

SERRET, N., 2008. Social construction: encouraging productive talk. In: P. ADEY, ed., Let’s think handbook: a guide to cognitive acceleration in the primary school. London: GL Assessment. ISBN 9780708717820

SERRET, N., 2006. Developing children’s thinking in primary science. In: W. HARLEN, ed., The ASE guide to primary science education. Hatfield: Association for Science Education. ISBN 9780863574054

SERRET, N., 2004. Leaping into the unknown: developing thinking in the primary science classroom. Primary Science Review (82), pp. 8-11. ISSN 0269-2465

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