Transforming Formative Assessment in Lifelong Learning
(Sprache: Englisch)
The idea that formative assessment or 'assessment for learning' can transform teaching and learning has become a mantra, and optimism in the 1980s and 1990s that outcome-based and competence-based assessment would widen methods and 'evidence' for showing...
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The idea that formative assessment or 'assessment for learning' can transform teaching and learning has become a mantra, and optimism in the 1980s and 1990s that outcome-based and competence-based assessment would widen methods and 'evidence' for showing achievement and motivate learners alienated from traditional approaches are now embedded in assessment systems, the inspection and professional development that supports them, and in teachers' own espoused theories of learning, teaching and assessment.
Inhaltsverzeichnis zu „Transforming Formative Assessment in Lifelong Learning “
Introduction Section One All Change: Pedagogy And Assessment In Lifelong Learning What Formative Assessment Is, And What It Is Not Learning And Assessment Cultures In Lifelong Learning Section Two Questioning And Embedded In Teaching: Resisting Instrumentalism In AVCE Science Coaching To The Grade In 14-19 Vocational Education Assessing Young People In e2e Programmes Self-Assessment And Feedback In BTEC National Diploma Public Services Reviews Of Progress And Individual Learning Plans In Adult Literacy And Numeracy Classes Self And Peer Assessment In Part-Time ESOL Classes Section Three Changing Teachers' Assessment Practices: The Prognosis For Professional Development Transforming Formative Assessment
Autoren-Porträt von Kathryn Ecclestone
Dr Kathryn Ecclestone is Professor of Education and Social Inclusion at the University of Birmingham. Kathryn worked in post-compulsory education for 20 years, first as a practitioner in youth employment schemes and further education and then as a researcher specialising in the principles, politics and practices of assessment and their effects on learning outcomes, motivation and autonomy. She has published widely on these aspects of assessment in further and adult education. More recently, she has researched and published on the effects of a growing 'therapeutic ethos' in subject content, pedagogy and assessment at all levels of the British education system. She is currently directing an ESRC-funded seminar series on 'Changing the subject: interdisciplinary perspectives on emotional well-being and social justice'.
Bibliographische Angaben
- Autor: Kathryn Ecclestone
- 2010, VI, 235 Seiten, Maße: 15,9 x 23,4 cm, Gebunden, Englisch
- Verlag: Mcgraw-Hill Publ.Comp.
- ISBN-10: 0335236553
- ISBN-13: 9780335236558
Sprache:
Englisch
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