.png){kind=icon}
返回
Collaborative research for assessment for learning
.png){kind=icon}
PRE
AI
DOI：10.1016/j.tate.2009.10.040.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations. (c) 2009 Elsevier Ltd. All rights reserved.
Keyword:
Assessment for learning
Collaborative research
Secondary school
Policy
期刊
IF:
3.9
论文数:
5.1K
被引数:
1.8W
机构
引用论文
.png){kind=icon}
Developing formative assessment in the classroom: using action research to explore and modify theory
PREAI
分享收藏
分享收藏GγAγ(δβ)°‐thalassaemia and a new form of γ globin gene triplication identified in the Yugoslavian populationGγAγ(δβ)°-地中海贫血及在 Yugoslavian 人群中鉴定出的一种新的 γ 珠蛋白基因三倍化形式
PREAI
分享收藏
查看更多内容