Literaturnachweis - Detailanzeige
| Autor/inn/en | Bonner, Sarah M.; Chen, Peggy P. |
|---|---|
| Titel | Systematic classroom assessment. An approach for learning and self-regulation. |
| Quelle | New York; London: Routledge Taylor & Francis Group (2019), vi, 226 S. |
| Beigaben | Illustrationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781138565760; 9781138565777 |
| Schlagwörter | Reliabilität; Validität; Diagnostik; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Feedback; Lehr-Lern-Prozess; Lernmotivation; Unterrichtsmethode; Klassenführung; Gerechtigkeit; Kontrolle; Leistungsmessung; Information |
| Abstract | Systematic Classroom Assessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective. (Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2019/4 |
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