Literaturnachweis - Detailanzeige
| Autor/inn/en | McMillan, James H.; Moore, Stephanie |
|---|---|
| Titel | Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93 (2020) 2, S.85-92 (8 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (McMillan, James H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| DOI | 10.1080/00098655.2020.1721414 |
| Schlagwörter | Student Evaluation; Student Motivation; Learning Processes; Academic Failure; Student Attitudes; Self Control; Cognitive Processes; Educational Environment; Teaching Methods; Error Correction; Formative Evaluation; Alternative Assessment |
| Abstract | An important element of the classroom assessment event and student performance occurs when students are wrong, which is often denigrated in our success-oriented secondary schools where only being right is valued and reinforced. This article argues that being wrong (sometimes) is an essential experience that enhances learning and motivation. Research in three fields -- neurology, mindsets, and self-regulation -- is reviewed briefly to show how making mistakes and learning errors are essential to achievement, as well as the development of positive dispositions such as persistence, resilience, and risk-taking. Two assessment-related dynamics -- the being wrong environment in the class and the nature of classroom assessment -- are discussed to show how teachers can foster experiences in which being wrong (sometimes) is an integral part of learning and motivation. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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