Literaturnachweis - Detailanzeige
| Autor/inn/en | Darr, Charles; Hipkins, Rosemary |
|---|---|
| Titel | Opportunities to Reframe Moderation Practices in the Wake of the COVID-19 Pandemic |
| Quelle | In: set: Research Information for Teachers, (2020) 2, S.49-51 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0110-6376 |
| Schlagwörter | COVID-19; Pandemics; Student Evaluation; Summative Evaluation; Evaluation Methods; Evidence; Faculty Development; Decision Making; Foreign Countries; New Zealand |
| Abstract | The COVID-19 pandemic has disrupted some traditional assessment practices and drawn attention to the range of evidence students produce in their day-to-day learning. In this edition of Assessment News, Charles Darr and Rosemary Hipkins argue that using this evidence to make sound summative judgements requires a robust understanding of what it means to make a valid judgement, along with a clear commitment to professional learning through social moderation. (As Provided). |
| Anmerkungen | New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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