Zobrazeno 1 - 10
of 115
pro vyhledávání: '"Christopher DeLuca"'
Publikováno v:
Education Inquiry, Pp 1-29 (2023)
ABSTRACTClassroom assessment and grading play central roles in education, with important impacts on teachers and students. This study examined the interactions between Canadian teachers’ and students’ conceptions of assessment and approaches to g
Externí odkaz:
https://doaj.org/article/0f3b79810df44402882394ce1e7a4cd9
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL p
Externí odkaz:
https://doaj.org/article/b21e7963a6094fa9b1636288edc04f0f
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, em
Externí odkaz:
https://doaj.org/article/1aacc253bffb4de68ac8ab029f5fd361
Publikováno v:
Cogent Education, Vol 8, Iss 1 (2021)
Classroom assessment dynamics are shaped by individual and local understandings of assessment (assessment micro-cultures), as well as common assessment beliefs and practices that stem from system-wide features, such as large-scale testing (assessment
Externí odkaz:
https://doaj.org/article/5d86a2a12fea498d9fcc48139a7dc426
Publikováno v:
Heliyon, Vol 6, Iss 9, Pp e04836- (2020)
Co-production is rapidly gaining purchase as an approach to making research matter more to diverse audiences. There exists a wealth of information about co-production in areas such as public administration and sustainability science, but comparativel
Externí odkaz:
https://doaj.org/article/5bdee281b22b40929706301bd9502b54
Autor:
Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison, Andrew Coombs, Andrew Gibson, Suzanne Trask
Publikováno v:
Frontiers in Education, Vol 4 (2019)
There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to
Externí odkaz:
https://doaj.org/article/30384f2048614aabb7ef4ea8151c6edf
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Research has consistently demonstrated that teachers' assessment actions have a significant influence on students' learning experience and achievement. While much of the assessment research to date has investigated teachers' understandings of assessm
Externí odkaz:
https://doaj.org/article/0ea09facbcac49b099a878fdafbd62c6
Publikováno v:
Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, Vol 43, Iss 2, Pp 209-222 (2008)
Las concepciones tradicionales de la evaluación docente son problemáticas porque en gran medida desconocen la complejidad de la enseñanza y el aprendizaje. En Canadá, las concepciones en desarrollo de la evaluación docente incorporan un enfoque
Externí odkaz:
https://doaj.org/article/d0f20ee8f7ca483dae8f5a98b4f3ded9
Autor:
Christopher DeLuca
Publikováno v:
Canadian Journal for New Scholars in Education, Vol 3, Iss 2 (2010)
Editorial
Externí odkaz:
https://doaj.org/article/2c0814b23c7240f7aea2301930a91341
Publikováno v:
Cambridge Journal of Education. :1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f609a83619a51b07dbe3d2af7bd981d
https://doi.org/10.1080/0305764x.2023.2196245
https://doi.org/10.1080/0305764x.2023.2196245