Investigating formative assessment : teaching, learning and assessment in the classroom
著者
書誌事項
Investigating formative assessment : teaching, learning and assessment in the classroom
Open University Press, 1998
- : hbk
- : pbk
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注記
Includes bibliographical references (p. [173]-178) and index
内容説明・目次
- 巻冊次
-
: pbk ISBN 9780335197347
内容説明
* How do teachers assess the ordinary classroom work of young children?
* How do pupils understand and respond to that assessment - does it help or hinder their development?
* How can classroom assessment be developed to be more effective in assisting the learning process?
This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas. The book is based on extensive video and audio tape recordings of classroom assessment 'incidents' along with interviews of teachers and pupils about the process of assessment.
目次
Introduction
Defining and investigating formative assessment
Teachers' perceptions of 'teacher assessment'
Classroom assessment and the language of teaching
The power of assessment
appropriating children's responses for learning or social control?
Formative assessment and learning
where psychological theory meets educational practice
Ask a genuine question, get a genuine answer
Constructing and integrating assessment and learning
Formative classroom assessment
prospects for improvement
References
Index.
- 巻冊次
-
: hbk ISBN 9780335197354
内容説明
This volume brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. It explores how the assessment of young children is carried out and what consequences it has for learning in specific subject areas.
目次
- Defining and investigating formative assessment
- teachers' perceptions of "teacher assessment"
- classroom assessment and the language of teaching
- the power of assessment - appropriating children's responses for learning or social control?
- formative assessment and learning - where psychological theory meets educational practice
- ask a genuine question, get a genuine answer
- constructing and integrating assessment and learning
- formative classroom assessment - prospects for improvement.
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