Assessment to Improve Learning in Higher Education: The BEAR Assessment System

Autor/inn/en	Wilson, Mark; Scalise, Kathleen
Titel	Assessment to Improve Learning in Higher Education: The BEAR Assessment System
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 52 (2006) 4, S.635-663 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-004-7263-y
Schlagwörter	Higher Education; Evaluation Methods; Educational Practices; Metacognition; Educational Environment; Action Research; Improvement Programs; Performance Factors; Evaluation Research; Program Descriptions; Case Studies; Research Problems; Academic Achievement + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Projektforschung; Effizienzsteigerung; Leistungsindikator; Evaluationsforschung; Case study; Fallstudie; Case Study; Forschungskritik; Schulleistung
Abstract	This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10