Formative Assessment: Bridging the Research--Practice Divide

Autor/inn/en	Beckett, Danielle; Volante, Louis; Drake, Susan
Titel	Formative Assessment: Bridging the Research--Practice Divide
Quelle	In: Education Canada, 50 (2010) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1253
Schlagwörter	Feedback (Response); School Culture; Formative Evaluation; Questioning Techniques; Learning Processes; School Policy; Summative Evaluation; Elementary Secondary Education; Professional Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Educational Improvement; Academic Achievement; Peer Evaluation; Accountability; Foreign Countries; Research and Development; Theory Practice Relationship; Teacher Education; Canada + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Befragungstechnik; Fragetechnik; Learning process; Lernprozess; Schulpolitik; Lernaktivität; Community; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Verantwortung; Ausland; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	Despite clear evidence that formative assessment creates vantage points throughout the teaching-learning cycle for both teachers and students, research suggests that teachers are not taking advantage of the full cadre of formative assessment strategies available to them--particularly those that have been associated with improved student learning and achievement such as questioning techniques, feedback without grades, self-assessment, peer-assessment, and the formative use of summative assessment. When educators participate in sharing stories, take part in internal accountability practices, and build networked learning communities, the philosophy of assessment and school culture begins to move forward. Generating coherence and synergy between Ministries of Education, Education Faculties, school boards, and school policy is essential in order to successfully construct a medium where research results can influence practice. (Contains 9 endnotes.) (As Provided).
Anmerkungen	Canadian Education Association. 119 Spadina Avenue Suite 705, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/education-canada
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10