James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.

"Champions of assessment for learning will recognise many of the practical approaches, but this book emphasises the deeper consideration of human responses to making mistakes. I recommend the book to experienced teachers who want a fresh look at how they teach and assess their students, as well as trainee teachers or master’s students interested in researching alternative classroom assessment practices."— Andy Chandler-Grevatt, Education in Chemistry

• Chapter 1: Better Being Wrong?Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind ItChapter 3: Students’ Perspectives About Being WrongChapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment ClimateChapter 5: Assessment Practices That Promote Being Wrong (Sometimes)Chapter 6: Effective Feedback When Students Are Wrong

James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.

"Champions of assessment for learning will recognise many of the practical approaches, but this book emphasises the deeper consideration of human responses to making mistakes. I recommend the book to experienced teachers who want a fresh look at how they teach and assess their students, as well as trainee teachers or master’s students interested in researching alternative classroom assessment practices."— Andy Chandler-Grevatt, Education in Chemistry

• Chapter 1: Better Being Wrong?Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind ItChapter 3: Students’ Perspectives About Being WrongChapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment ClimateChapter 5: Assessment Practices That Promote Being Wrong (Sometimes)Chapter 6: Effective Feedback When Students Are Wrong

James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.

"Champions of assessment for learning will recognise many of the practical approaches, but this book emphasises the deeper consideration of human responses to making mistakes. I recommend the book to experienced teachers who want a fresh look at how they teach and assess their students, as well as trainee teachers or master’s students interested in researching alternative classroom assessment practices."— Andy Chandler-Grevatt, Education in Chemistry

• Chapter 1: Better Being Wrong?Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind ItChapter 3: Students’ Perspectives About Being WrongChapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment ClimateChapter 5: Assessment Practices That Promote Being Wrong (Sometimes)Chapter 6: Effective Feedback When Students Are Wrong