Literaturnachweis - Detailanzeige
| Autor/inn/en | Frey, Nancy; Hattie, John; Fisher, Douglas |
|---|---|
| Titel | Developing Assessment-Capable Visible Learners, grades K-12. Maximizing skill, will, and thrill. |
| Quelle | Thousand Oaks, California: Corwin Literacy (2018), XIII, 167 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781506389981 |
| Schlagwörter | USA; Student-centered learning; United States; Students; Self-rating; Visual learning; Bildungstheorie; Bildungspraxis |
| Abstract | Defining the Assessment-Capable Visible Learner (and the teachers who create them) -- Assessment-Capable Visible Learners know their current level of understanding -- Assessment-Capable Visible Learners know where they're going and are confident to take on the challenge -- Assessment-Capable Visible Learners select tools to guide their learning -- Assessment-Capable Visible Learners seek feedback and recognize that errors are opportunities to learn -- Assessment-Capable Visible Learners monitor progress and adjust their learning -- Assessment-Capable Visible Learners recognize their learning and teach others -- Mindframes of schools that create Assessment-Capable Visible Learners -- Assessment-Capable schools are filled with adaptive learning experts -- Assessment Capable schools use strategic and flexible grouping -- Mind frames of Assessment-Capable schools. "This book is a follow up to Visible Learning for Literacy and delves more deeply into one critical component of any Visible Learning classroom: the student who has the ability to self-assess. Based on extensive research and with highly practical classroom scenarios and tools, this resource will help teachers learn how to help their students self-assess and flourish into their own teachers"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2018/4/11 |
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