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Titlebook: Assessment for Learning: Meeting the Challenge of Implementation; Dany Laveault,Linda Allal Book 2016 The Editor(s) (if applicable) and Th

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發(fā)表于 2025-3-21 20:03:47 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
期刊全稱Assessment for Learning: Meeting the Challenge of Implementation
影響因子2023Dany Laveault,Linda Allal
視頻videohttp://file.papertrans.cn/164/163358/163358.mp4
發(fā)行地址Examines implementation of Assessment for Learning at three levels: policy enactment, professional learning of teachers and school leaders, and practices in classrooms and schools.Highlights challenge
學(xué)科分類The Enabling Power of Assessment
圖書封面Titlebook: Assessment for Learning: Meeting the Challenge of Implementation;  Dany Laveault,Linda Allal Book 2016 The Editor(s) (if applicable) and Th
影響因子.This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of 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 critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning.?..The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learningin 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
Pindex Book 2016
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發(fā)表于 2025-3-21 20:53:07 | 只看該作者
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
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發(fā)表于 2025-3-22 01:57:40 | 只看該作者
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
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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
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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
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發(fā)表于 2025-3-23 05:42:35 | 只看該作者
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
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