Using students' assessment mistakes and learning deficits to enhance motivation and learning
Author(s)
Bibliographic Information
Using students' assessment mistakes and learning deficits to enhance motivation and learning
（Student assessment for educators / edited by James H. McMillan）
Routledge Taylor & Francis Group, 2018
- : pbk
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students' engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.
Table of Contents
Chapter 1: Better Being Wrong?
Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind It
Chapter 3: Students' Perspectives About Being Wrong
Chapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment Climate
Chapter 5: Assessment Practices That Promote Being Wrong (Sometimes)
Chapter 6: Effective Feedback When Students Are Wrong
by "Nielsen BookData"
