This is a great book for dipping into in order to read about different teaching and assessment strategies, backed up by research.
I was delighted to read Sherrington’s statement that the usual representation of Bloom's Taxonomy as a hierarchical pyramid is incorrect. When I taught courses on assessment in Computing I consulted Bloom's original writing, and he certainly did not portray the different curricular aspects as being more or less important in relation to each other, as I emphasised in my courses. It doesn't make any sense, for example, to declare that factual knowledge is a low-level stall. Let's put it this way: I shouldn't like to hire an electrician who took that view!
A disappointment is Shenington's apparently uncritical acceptance of Cognitive Load Theory and Dylan Wilian's view that opinion that it's the most important theory in education in the last forty years. As I wrote in I don't agree with Cognitive Load Theory (CLT). Here's Why -- Updated, I am not at all convinced.
One excellent aspect of this book is the index of strategies. For both new teachers and experienced ones, this book is highly recommended.
