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Titlebook: Assessment for Learning Within and Beyond the Classroom; Taylor’s 8th Teachin Siew Fun Tang,Loshinikarasi Logonnathan Conference proceeding

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發(fā)表于 2025-3-21 19:47:51 | 只看該作者 |倒序瀏覽 |閱讀模式
期刊全稱Assessment for Learning Within and Beyond the Classroom
期刊簡稱Taylor’s 8th Teachin
影響因子2023Siew Fun Tang,Loshinikarasi Logonnathan
視頻videohttp://file.papertrans.cn/164/163357/163357.mp4
發(fā)行地址Explores the complex interaction between theories, research, practical proposals for action and success stories on assessment for learning.Provides readers with a wide range of practical approaches an
圖書封面Titlebook: Assessment for Learning Within and Beyond the Classroom; Taylor’s 8th Teachin Siew Fun Tang,Loshinikarasi Logonnathan Conference proceeding
影響因子.These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance. They explore the breadth, depth and quality of the best models and practices, strategies, lessons learnt and discuss cases of successful implementation of assessment within the classroom and beyond, including the virtual space. They also provide fertile ground for stimulating and comparing responsive assessment approaches and practices in relatively new areas of assessment such as graduate capability assessment in view of the need for educational institutions to evidence graduate employability..
Pindex Conference proceedings 2016
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發(fā)表于 2025-3-21 21:36:14 | 只看該作者
Filipe Rocha,Nuno Ratola,Vera Homeming materials. In this paper, we proposed a novel adaptive learning tool which could effectively gauge the user’s learning behavior and adapt the content material to suit his needs. Our preliminary study shows that the users show positive response to our tool.
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發(fā)表于 2025-3-22 04:16:15 | 只看該作者
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發(fā)表于 2025-3-22 06:01:27 | 只看該作者
Problemstellung und Zielsetzung,rviews, and classroom observations. The research findings provided insight into how faculty conceptualization of assessment methodology drove implementation and showed that real-time assessment in higher education could contribute to student satisfaction.
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發(fā)表于 2025-3-22 10:02:43 | 只看該作者
https://doi.org/10.1007/978-3-031-57361-3arners then assessed their partners through a questionnaire after each session. Furthermore, the participants also had to write a short reflection about their completed session. The results were analysed using SPSS. The overall findings indicate that students benefit from online synchronous communication.
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發(fā)表于 2025-3-22 16:34:20 | 只看該作者
An Adaptive Tool for Learninging materials. In this paper, we proposed a novel adaptive learning tool which could effectively gauge the user’s learning behavior and adapt the content material to suit his needs. Our preliminary study shows that the users show positive response to our tool.
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