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From Testing to Productive Student Learning

Implementing Formative Assessment in Confucian-Heritage Settings
BuchGebunden
280 Seiten
Englisch
Taylor & Franciserschienen am07.12.2010
Formative assessment is a major driver of teacher and student actions in all educational systems, and it is an increasingly high-profile topic. This book scrutinises the relationship between testing and learning, as well as the role of cultural context in influencing assessment options, by using data from schools in the Confucian-heritage setting of Hong Kong.mehr
Verfügbare Formate
BuchGebunden
EUR222,50
TaschenbuchKartoniert, Paperback
EUR72,00
E-BookEPUBDRM AdobeE-Book
EUR69,99
E-BookPDFDRM AdobeE-Book
EUR69,99

Produkt

KlappentextFormative assessment is a major driver of teacher and student actions in all educational systems, and it is an increasingly high-profile topic. This book scrutinises the relationship between testing and learning, as well as the role of cultural context in influencing assessment options, by using data from schools in the Confucian-heritage setting of Hong Kong.
Details
ISBN/GTIN978-0-415-88082-4
ProduktartBuch
EinbandartGebunden
FormatGenäht
Erscheinungsjahr2010
Erscheinungsdatum07.12.2010
Seiten280 Seiten
SpracheEnglisch
MasseBreite 154 mm, Höhe 236 mm, Dicke 25 mm
Gewicht508 g
Artikel-Nr.24464638

Inhalt/Kritik

Inhaltsverzeichnis
1. Potentials and Pitfalls in Assessment 2. Summative and Formative Assessment: Building Productive Relationships 3. Testing and Assessment: Selection, Learning and Social Control 4. Education and Assessment in Hong Kong 5. Restricted´ and Extended´ Formative Assessment: Towards Contextually Grounded Models 6. Test Follow-Up as a Formative Assessment Strategy 7. Peer Learning and Assessment 8. Teacher Change and Formative Assessment 9. Conclusions and Implications: Ways Forward for Formative Assessment Appendicesmehr
Kritik
"This book is well organized and clear so a reader can follow right along -- and wants to do so."--Teachers College Record "Taken as a whole, the book helps researchers and those working with teachers to work realistically and pragmatically in the socio-cultural contexts they are subjected to but also help to shape. It also illuminates the need to encourage teachers to ask critical questions about the nature of learning and engagement that formative and summative assessment encourages, and discourages, and the forms of skill and knowledge that assessment opens access to or denies." --Assessment in Education: Principles, Policy & Practicemehr