New PDF release: Dentists

Education Reference

By Cecilia Minden,Linda M. Armantrout

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Glynn (1999), “Culture Counts: Changing Power Relations in Education”, Dunmore Press, Palmerston North, New Zealand. Black P. and D. Wiliam (1998), “Assessment and Classroom Learning”, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, No. 1, pp. 7-74. Bloom, B. et al. , New York. M. et al. (1990), “Formative Evaluation Effects on Learning Music”, Journal of Educational Research, Vol. 84, pp. 119-125. D. et al. C. Bruner, J. (1996), The Culture of Education, Harvard University Press, Cambridge, MA.

FORMATIVE ASSESSMENT IN PRACTICE – Chapter 4 Formative Assessment in Practice The “What Works” case studies provide vivid examples of formative assessment in practice. Teachers in the case study schools changed the culture of their classrooms in order to encourage greater interaction, and to incorporate the use of assessment tools. The formative assessment framework allowed them to integrate and create new approaches and techniques into their regular teaching practice. The countries, provinces and schools contributing to this study provide vivid examples of formative assessment in practice.

THE ELEMENTS OF FORMATIVE ASSESSMENT – student performance, arguing that teachers should include episodes of formative assessment following phases of teaching. During these episodes teachers should provide students with feedback and correction as a way to remediate student work. Most experts now consider formative assessment as an ongoing part of the teaching and learning process. Formative assessment thus becomes a central element in teaching and learning. Teachers across the case study schools have integrated formative assessment into their teaching, establishing classroom cultures that encourage interaction and use of assessment tools.

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