標(biāo)題: Titlebook: Designing Assessment for Quality Learning; Claire Wyatt-Smith,Valentina Klenowski,Peta Colber Book 2014 Springer Science+Business Media Do [打印本頁(yè)] 作者: 開(kāi)脫 時(shí)間: 2025-3-21 19:02
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書目名稱Designing Assessment for Quality Learning網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
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書目名稱Designing Assessment for Quality Learning讀者反饋學(xué)科排名
作者: Entrancing 時(shí)間: 2025-3-21 22:41
Assessment as a Generative Danceonal change. Classroom assessment was researched using a conceptualization of knowing in action, or the ‘generative dance’. Fine-grained analyses of interactivity between students, and between teacher and student/s, and their patterns of participation in assessment and learning were conducted. The f作者: 嘴唇可修剪 時(shí)間: 2025-3-22 03:29 作者: Canary 時(shí)間: 2025-3-22 08:14 作者: oblique 時(shí)間: 2025-3-22 10:48 作者: 畏縮 時(shí)間: 2025-3-22 15:49
The Power of Learning-Centered Task Design: An Exercise in the Application of the Variation Principlcific curriculum objectives but also on theories of learning. In order to achieve such an alignment, a construct-centered approach to assessment design is needed to identify the cognitive and metacognitive processes underlying performance on a task. In such a context, task design involves creating a作者: 畏縮 時(shí)間: 2025-3-22 19:43
Developing Assessment Tasksattention to what is required of students, the affective responses of students to the tasks and how task performance informs learning and instruction. This chapter examines how to develop effective assessment tasks.作者: 直言不諱 時(shí)間: 2025-3-22 21:43
Using Assessment Information for Professional Learningly, assessment information is seen as being solely about students, their capabilities, what they know and do not know. The shift that is needed is to think of assessment information as reflecting the effectiveness of teaching; how well a particular concept has been taught or not taught and what it i作者: deadlock 時(shí)間: 2025-3-23 01:43 作者: bacteria 時(shí)間: 2025-3-23 07:00 作者: 留戀 時(shí)間: 2025-3-23 13:04 作者: 小淡水魚 時(shí)間: 2025-3-23 14:53
Elements of Better Assessment for the Improvement of Learningers, especially when teachers are expected to take a direct focus on learning. In this chapter, we present new ways of thinking about teachers’ assessment literacies, offering a formulation of better assessment for the improvement of learning, including three elements, namely (i) assessment criteria作者: 鎮(zhèn)壓 時(shí)間: 2025-3-23 20:34 作者: 符合你規(guī)定 時(shí)間: 2025-3-23 23:18 作者: Fresco 時(shí)間: 2025-3-24 04:36 作者: Firefly 時(shí)間: 2025-3-24 09:59 作者: MELD 時(shí)間: 2025-3-24 13:18 作者: Assault 時(shí)間: 2025-3-24 16:26
https://doi.org/10.1007/978-3-0348-4119-1ss. This chapter claims, however, that student involvement in the assessment of their learning is at least of equal importance..Student involvement in assessment is paramount in raising students’ interest and motivation for taking an active part in the advancement of their learning achievements. How作者: 可行 時(shí)間: 2025-3-24 19:34
Partialbruchzerlegung und Residuumkalkülke the stance that accountability can improve learning outcomes if accompanied by curriculum support rather than financial penalties. We draw example data from a range of national and systemic high-stakes testing programs and the effects on achievement levels over time. We consider contrasting effec作者: 絆住 時(shí)間: 2025-3-24 23:50
Partialbruchzerlegung und Residuumkalkül leaders. In this chapter, we offer a definition for the concept assessment literacy before presenting three narratives that exemplify assessment literacy in school principals, teachers and students. We argue that to develop an assessment for learning culture in school all three groups need to becom作者: heirloom 時(shí)間: 2025-3-25 05:31 作者: IRATE 時(shí)間: 2025-3-25 09:37 作者: patriarch 時(shí)間: 2025-3-25 12:23 作者: 過(guò)時(shí) 時(shí)間: 2025-3-25 18:19 作者: 葡萄糖 時(shí)間: 2025-3-25 21:25 作者: figurine 時(shí)間: 2025-3-26 04:01
https://doi.org/10.1007/978-3-662-07354-4 students’ learning. This chapter describes the pivotal role of a famous World War I aptitude test in fostering this perception of assessment. It identifies the nature and the potential contributions of criterion-referenced measurement, along with the admonition that even assessments yielding criter作者: kyphoplasty 時(shí)間: 2025-3-26 07:06
S?tze von Bloch, Picard und Schottkyers, especially when teachers are expected to take a direct focus on learning. In this chapter, we present new ways of thinking about teachers’ assessment literacies, offering a formulation of better assessment for the improvement of learning, including three elements, namely (i) assessment criteria作者: Gossamer 時(shí)間: 2025-3-26 11:52 作者: 重疊 時(shí)間: 2025-3-26 15:14 作者: 顯而易見(jiàn) 時(shí)間: 2025-3-26 19:49
Die S?tze von Montel und Vitaliant in various educational systems that are working towards realigning their desired educational outcomes to meet twenty-first century skills and competencies. Using clearly stated success criteria and standards in authentic assessment has enabled the practices of assessment for learning to occur in作者: 散布 時(shí)間: 2025-3-26 22:57
Designing Assessment for Quality Learning978-94-007-5902-2Series ISSN 2198-2643 Series E-ISSN 2198-2651 作者: dominant 時(shí)間: 2025-3-27 01:59 作者: 女上癮 時(shí)間: 2025-3-27 05:18 作者: capsaicin 時(shí)間: 2025-3-27 09:56
The Enabling Power of Assessmenthttp://image.papertrans.cn/d/image/268901.jpg作者: BRIEF 時(shí)間: 2025-3-27 17:02
Developing Assessment Tasksattention to what is required of students, the affective responses of students to the tasks and how task performance informs learning and instruction. This chapter examines how to develop effective assessment tasks.作者: 公理 時(shí)間: 2025-3-27 19:28
https://doi.org/10.1007/978-94-007-5902-2accountability requirements; assessment culture; assessment for learning; assessment literacy; assessmen作者: 破布 時(shí)間: 2025-3-28 00:52 作者: 拱墻 時(shí)間: 2025-3-28 02:35
https://doi.org/10.1007/978-3-8348-2340-3The primary purpose of large-scale testing is seen by many to be accountability at policy level. However, it has wider potential. In this chapter we provide a description of the context in which large-scale testing has been designed to generate information useful for intervention by teachers.作者: Iniquitous 時(shí)間: 2025-3-28 09:02
Large-Scale Testing and its Contribution to LearningThe primary purpose of large-scale testing is seen by many to be accountability at policy level. However, it has wider potential. In this chapter we provide a description of the context in which large-scale testing has been designed to generate information useful for intervention by teachers.作者: ABYSS 時(shí)間: 2025-3-28 14:03
Assessment as a Generative Danceindings offer original insights into how learners draw on explicit and tacit forms of knowing in order to successfully participate in learning. Assessment is re-imagined as a dynamic space in which teachers learn about their students as they learn with their students, and where all students can be empowered to find success.作者: agglomerate 時(shí)間: 2025-3-28 15:13 作者: 法律 時(shí)間: 2025-3-28 20:45 作者: commute 時(shí)間: 2025-3-29 02:37 作者: 木質(zhì) 時(shí)間: 2025-3-29 05:45 作者: 亂砍 時(shí)間: 2025-3-29 09:26
Konforme Abbildung von Kreisbogendreieckenindings offer original insights into how learners draw on explicit and tacit forms of knowing in order to successfully participate in learning. Assessment is re-imagined as a dynamic space in which teachers learn about their students as they learn with their students, and where all students can be empowered to find success.作者: Gourmet 時(shí)間: 2025-3-29 11:43 作者: 跳脫衣舞的人 時(shí)間: 2025-3-29 18:50
https://doi.org/10.1007/978-3-662-07354-4an assessment-for-learning strategy must provide instructionally actionable results. This chapter argues that educational tests must be perceived not in a traditional manner but, rather, from a learning perspective.作者: dowagers-hump 時(shí)間: 2025-3-29 20:26
https://doi.org/10.1007/978-3-662-07354-4de the discourse of a student with a history of learning difficulties as he engages with and constructs meaning within the criteria and standards of a performance assessment task, in order to examine his own performance and how to improve.作者: 微生物 時(shí)間: 2025-3-30 00:34
Looking at Assessment Through Learning-Colored Lensesan assessment-for-learning strategy must provide instructionally actionable results. This chapter argues that educational tests must be perceived not in a traditional manner but, rather, from a learning perspective.作者: BILIO 時(shí)間: 2025-3-30 06:42 作者: 大看臺(tái) 時(shí)間: 2025-3-30 08:15 作者: paradigm 時(shí)間: 2025-3-30 16:26 作者: MIRE 時(shí)間: 2025-3-30 19:13 作者: Spongy-Bone 時(shí)間: 2025-3-30 23:31 作者: Admire 時(shí)間: 2025-3-31 01:11
Book 2014to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learnin作者: 常到 時(shí)間: 2025-3-31 07:58 作者: Fibrillation 時(shí)間: 2025-3-31 10:34
Partialbruchzerlegung und Residuumkalkülracy in school principals, teachers and students. We argue that to develop an assessment for learning culture in school all three groups need to become ‘a(chǎn)ssessment literate’. We conclude the chapter with a discussion of issues related to implementation and future directions in assessment literacy.作者: 身體萌芽 時(shí)間: 2025-3-31 14:27
Elementar-transzendente Funktionenthink of assessment information as reflecting the effectiveness of teaching; how well a particular concept has been taught or not taught and what it is that teachers need to learn for students to be more successful.作者: Cleave 時(shí)間: 2025-3-31 18:12
