標(biāo)題: Titlebook: Assessment for Learning: Meeting the Challenge of Implementation; Dany Laveault,Linda Allal Book 2016 The Editor(s) (if applicable) and Th [打印本頁] 作者: metamorphose 時間: 2025-3-21 20:03
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作者: Injunction 時間: 2025-3-21 20:53
Effective Enactment of Assessment for Learning and Student Diversity in Australiagrounds, and, in particular, for students with disabilities that affect their learning. Australian national education policy endorses AfL as effective teacher assessment practice. Australian education policy also promotes educational equity for all students, regardless of linguistic or cultural back作者: 珍奇 時間: 2025-3-22 01:57
Formative Assessment Policy and Its Enactment in the Philippinesearning outcomes. The Department of Education in the Philippines in 2012 started the implementation of a new curriculum within a new structure which extended the education system from a Grade 1–10 to a K–12 structure to bring it into line with the developed world. A significant part of the curriculu作者: Creditee 時間: 2025-3-22 08:20 作者: Epidural-Space 時間: 2025-3-22 09:02
More Than Good Intentions: Policy and Assessment for Learning in Scotlandive and effective relationship across research, policy, and practice. Scottish experience provides a basis for radical changes, of potential international significance, in assessment policies to ensure better practical orientation to learning. The chapter considers critically the relationship betwee作者: judiciousness 時間: 2025-3-22 15:02 作者: Needlework 時間: 2025-3-22 20:18 作者: 榨取 時間: 2025-3-22 22:50 作者: 眉毛 時間: 2025-3-23 05:11
Cooperative Learning About Assessment for Learningby educators internationally, including those in Norway. However, despite the explicit positive intentions of all parties, there are many challenges in the process of AfL implementation in schools. One major challenge is the increased testing regime practised at a national level which presents teach作者: 嚴(yán)重傷害 時間: 2025-3-23 05:42
Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Lear is pupil transfer between schools. This chapter explores how cross-phase collaborative learning supports the development of AfL practice. Teachers from a secondary school and its seven feeder primary schools worked together using three principles of AfL derived from previous research to assist anal作者: 狗舍 時間: 2025-3-23 09:50 作者: 打火石 時間: 2025-3-23 14:02 作者: 共和國 時間: 2025-3-23 20:33 作者: infringe 時間: 2025-3-23 23:47
Assessment Culture Versus Testing Culture: The Impact on Assessment for Learningessment for learning. First, I compare the two cultures with regard to the mindset that each culture reflects and then with regard to classroom learning, teacher professional learning, and leadership, addressing their interrelationships and their effects on formative school-based assessment. I furth作者: 定點 時間: 2025-3-24 02:45
https://doi.org/10.1007/978-3-319-39211-0AfL; Assessment policy; Formative assessment; Implementation of assessment; Assessment culture; Assessmen作者: Geyser 時間: 2025-3-24 08:24
978-3-319-81843-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: Fissure 時間: 2025-3-24 11:20 作者: 燕麥 時間: 2025-3-24 18:43 作者: Modicum 時間: 2025-3-24 20:50
The Effects of Foreign Direct Investment,earning outcomes. The Department of Education in the Philippines in 2012 started the implementation of a new curriculum within a new structure which extended the education system from a Grade 1–10 to a K–12 structure to bring it into line with the developed world. A significant part of the curriculu作者: SEVER 時間: 2025-3-24 23:23
https://doi.org/10.1007/978-3-319-30512-7emic, practitioner, and local cultural contexts. Various theories abound regarding the international flow and influence of educational policies, such as ‘borrowing,’ ‘lending,’ ‘travelling,’ and ‘knowledge transfer.’ This chapter argues that ‘policy adaptation’ is the more pertinent term because pol作者: 嬰兒 時間: 2025-3-25 05:36 作者: 孵卵器 時間: 2025-3-25 07:46
https://doi.org/10.1057/9780230378513hy professional development is important. It then moves on to define what skills are needed to use assessment information to support learning and what practices are suitable indicators of such a competence. A co-regulation model is used to characterize different variations of professional developmen作者: BLINK 時間: 2025-3-25 15:11 作者: Abbreviate 時間: 2025-3-25 19:05
https://doi.org/10.1057/9780230378513practices of collaborative assessment for learning in their classrooms. The main features of collaborative research are presented, in particular the process of co-construction between researchers and practitioners of a significant project for both the scientific and the professional communities. Int作者: ONYM 時間: 2025-3-25 23:11 作者: GROSS 時間: 2025-3-26 01:36 作者: enfeeble 時間: 2025-3-26 08:02
https://doi.org/10.1007/978-3-319-40496-7ll be teaching their students over a period of time, including all the related activities. This means understanding how various blocks of knowledge fit together, especially at the higher levels, which students will use to build conceptual frameworks focused on principled understandings—the big ideas作者: Harbor 時間: 2025-3-26 11:31 作者: 厭食癥 時間: 2025-3-26 13:38
Sarbajit Chaudhuri,Ujjaini Mukhopadhyaysessment culture, as constructed in classrooms and schools, and on the processes of co-regulation of student learning in relation to assessment for learning (AfL). Co-regulation is defined as the joint influence of student self-regulation and of regulation from other sources (in particular, teachers作者: 道學(xué)氣 時間: 2025-3-26 19:06 作者: 協(xié)奏曲 時間: 2025-3-26 23:48 作者: MEEK 時間: 2025-3-27 04:35 作者: 拋射物 時間: 2025-3-27 08:50
Assessment for Learning: Meeting the Challenge of Implementation978-3-319-39211-0Series ISSN 2198-2643 Series E-ISSN 2198-2651 作者: 粗鄙的人 時間: 2025-3-27 09:31 作者: Redundant 時間: 2025-3-27 16:07
Barriers to Internationalizationtheir classroom contexts. Our findings highlight the value and role of responsive, scaffolded, and embedded structures that move teachers toward greater AfL integration. The chapter concludes with a discussion of implications for future professional learning and for policies supporting greater AfL integration in classrooms and schools.作者: Cardiac 時間: 2025-3-27 18:56
https://doi.org/10.1007/978-3-319-40496-7that the mapping process can lead teachers to discover new and complex insights about . they are to teach and . this content is important. Further, the mapping process helps them become familiar with the kinds of events and phenomena necessary to understanding . to ensure that their students achieve the expected learning outcomes.作者: 甜得發(fā)膩 時間: 2025-3-27 23:18 作者: 混雜人 時間: 2025-3-28 05:55 作者: 執(zhí)拗 時間: 2025-3-28 07:05 作者: 可行 時間: 2025-3-28 10:25
Implementing High Quality Assessment for Learning: Mapping as a Professional Development Tool for Unthat the mapping process can lead teachers to discover new and complex insights about . they are to teach and . this content is important. Further, the mapping process helps them become familiar with the kinds of events and phenomena necessary to understanding . to ensure that their students achieve the expected learning outcomes.作者: Ossification 時間: 2025-3-28 16:35 作者: Venules 時間: 2025-3-28 22:17
The Co-Regulation of Student Learning in an Assessment for Learning Culturellenges of AfL implementation. Particular attention is given to professional development and policy measures that are likely to enhance teachers’ capacity to implement AfL practices and students’ active involvement in these practices.作者: amygdala 時間: 2025-3-29 02:26
https://doi.org/10.1057/9780230378513t and collaborative learning. An entire section presents research evidence on the factors and conditions that enable or facilitate successful professional development and collaborative learning. As a conclusion, new perspectives from different chapters of Part II are provided, and recommendations are made on how to move forward in this domain.作者: 的是兄弟 時間: 2025-3-29 06:52
Building Capacity: Professional Development and Collaborative Learning About Assessmentt and collaborative learning. An entire section presents research evidence on the factors and conditions that enable or facilitate successful professional development and collaborative learning. As a conclusion, new perspectives from different chapters of Part II are provided, and recommendations are made on how to move forward in this domain.作者: 宏偉 時間: 2025-3-29 08:21 作者: Misgiving 時間: 2025-3-29 13:41 作者: anchor 時間: 2025-3-29 17:50
Book 2016 meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and c作者: CHART 時間: 2025-3-29 23:22 作者: Schlemms-Canal 時間: 2025-3-30 00:25 作者: 從屬 時間: 2025-3-30 04:16
The Effects of Foreign Direct Investment,lippines could be promulgated. The observation study focused on classroom organisation, teacher instructional and assessment strategies, lesson structure, resources used by teachers, and student involvement in class work, as well as both formal and informal assessment practices. The observations wer作者: 符合國情 時間: 2025-3-30 11:47
https://doi.org/10.1007/978-3-319-30512-7les demonstrate the role all players can and need to take in shaping policy. Indeed coherent policies that meet the greatest challenge of all—implementation in practice—can only occur through extensive collaboration and communication.作者: 結(jié)合 時間: 2025-3-30 12:26 作者: 擴大 時間: 2025-3-30 18:31
https://doi.org/10.1057/9780230378513of student work in small groups. An overview is given of the principal themes emerging during three professional development seminars and the intervening experiences in the classrooms. One particular theme is developed in order to illustrate the exchanges and issues considered by the participants. T作者: 錯 時間: 2025-3-30 22:52 作者: Crumple 時間: 2025-3-31 02:30
https://doi.org/10.1007/978-1-349-08231-5promoting learning autonomy, and focusing on learning, can act as a pedagogical unifier across age ranges and subjects and thus aid pupil transfer. Recommendations are proposed for teachers, policymakers, and particularly school leaders.作者: 瑣碎 時間: 2025-3-31 08:25 作者: 受傷 時間: 2025-3-31 10:29
2198-2643 in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment 978-3-319-81843-6978-3-319-39211-0Series ISSN 2198-2643 Series E-ISSN 2198-2651 作者: semble 時間: 2025-3-31 13:58 作者: aphasia 時間: 2025-3-31 18:40
Effective Enactment of Assessment for Learning and Student Diversity in Australians for consideration of issues for curriculum and AfL implementation for diverse students. We then provide an overview of international research on AfL for these students. Four Australian examples of pedagogical interactions between teachers and students with disabilities are examined in terms of eq作者: 濃縮 時間: 2025-3-31 22:57
Formative Assessment Policy and Its Enactment in the Philippineslippines could be promulgated. The observation study focused on classroom organisation, teacher instructional and assessment strategies, lesson structure, resources used by teachers, and student involvement in class work, as well as both formal and informal assessment practices. The observations wer
