大概念教学最终指向的是学生能自主地解决真实世界的问题,与此相对应,斯特恩提出三种评价方式,即学习性评价(assessment for learning),目的是为学习的推进收集证据;学习的评价(assessment of learning),目的是对阶段性的学习成果进行总结;学习式评价(assessment as learning),目的是为了让学生在学习中学会评价。如果对这三...
2024-07-28 10:50:0202:514 所属专辑:英语教学法教程 下载手机APP 7天免费畅听10万本会员专辑
Assessment as Learning • What is the purpose of learning these concepts and skills? • What do I know about this topic? • What strategies do I know that will help me learn this? • Am I understanding these concepts? • What are the criteria for improving my work? • Have I...
Assessment of, for, and as learning within schools: Implications for transforming classroom practice. Action in Teacher Education, 31(4), 66-‐75.Volante, L. (2010). Assessment of, for, and as learning within schools: ...
such as students' achievement of particular goals of learning or teachers and others' understanding. The term 'assessment' is an attempt of enquiry undertaken by the teachers and students that is driven by the motive of refining the practice of teaching and learning for the better outcome of the...
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Assessments for Learning Assessments for learning – also described as assessments as learning –assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process. According to the Eberly Center at Carnegie Mellon, this pro...
Research about the benefits of formative assessment as a means of improving student learning has encouraged policy‐makers and teachers in countries like the UK, Australia and New Zealand to promote and use classroom‐based assessment for learning in the qualifications arena. However, recent research ...
Assessment for, as and of learning By Ms Kashfia Latafat Abstract: Assessment is really at the heart of teaching and learning where teachers assess their learners' performance and take feedback to improve their teaching and learning. There are mainly two types of assessments which are formative ...
5月5-6日在广外参加了一个题为“促进学习的高质量课堂评估(Do No Harm: Developing Quality Classroom Assessments for Student Learning)”的工作坊。主讲人是来自加拿大女王大学(Queen’s University)的程李颖博士(Queen’s University终身教授)和DeLuca博士。广外杨满珍教授携其团队担任本次工作坊的助教团队。