Literaturnachweis - Detailanzeige
| Autor/inn/en | Flórez, María Teresa; Sammons, Pamela |
|---|---|
| Institution | CfBT Education Trust (United Kingdom); University of Oxford (England), Department of Education |
| Titel | Assessment for Learning: Effects and Impact |
| Quelle | (2013), (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-909437-26-5 |
| Schlagwörter | Student Evaluation; Formative Evaluation; Educational Research; Literature Reviews; Learning; Guidelines; Educational Policy; Questioning Techniques; Feedback (Response); Peer Evaluation; Self Evaluation (Individuals); Summative Evaluation; Faculty Development; Academic Achievement; Elementary Secondary Education |
| Abstract | The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on assessment for learning. Assessment for learning (AfL)--where the first priority is to promote learning--is a key means of initiating improvement. This review proposes that in order to encourage AfL, subject departments: (1) have an atmosphere in which teachers are expected to watch others in action--to actively support peer observation; (2) recognise and value current skills and help teachers to identify their current formative practice; (3) have meetings where teachers discuss learning; and (4) give teachers time to plan well by encouraging them to mark less, but mark better. The review concludes by identifying two sets of guidelines for policymaking and practice. (ERIC). |
| Anmerkungen | CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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