Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Danielle LaPointe-McEwan"'
Publikováno v:
The Elementary School Journal. 120:455-479
Kindergarten teachers are confronted with an evolving context for teaching and assessment. Recent reforms throughout the world have resulted in two fundamental shifts: (a) a growing emphasi...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d54ddc568af2b10df235d936ff3d3b02
https://doi.org/10.1086/707008
https://doi.org/10.1086/707008
Publikováno v:
Studies in Educational Evaluation. 61:159-169
While previous research has identified the significant influence of teachers’ approaches to assessment on student learning, few studies have empirically explored why teachers approach assessment in particular ways. The purpose of this study was to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc2cd3e41295c86db297aef0f5119671
https://doi.org/10.1016/j.stueduc.2019.03.012
https://doi.org/10.1016/j.stueduc.2019.03.012
Publikováno v:
To Improve the Academy. 39
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::02fc54c2768f40d38e7855a47fb971ec
https://doi.org/10.3998/tia.17063888.0039.109
https://doi.org/10.3998/tia.17063888.0039.109
Publikováno v:
Educational Research. 59:136-153
Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence and (b) classroom-based e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a12c454b13331327c96e1fcafd3bce92
https://doi.org/10.1080/00131881.2017.1304346
https://doi.org/10.1080/00131881.2017.1304346
Publikováno v:
Teaching and Teacher Education. 101:103316
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs. This study examined assessment education through a case study of 35 teacher candidates e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fac0bac5de6e772796e39785e1cf112a
https://doi.org/10.1016/j.tate.2021.103316
https://doi.org/10.1016/j.tate.2021.103316
Publikováno v:
Educational Assessment. 21:248-266
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::da27f7c31e19da918e70a82119fc5c53
https://doi.org/10.1080/10627197.2016.1236677
https://doi.org/10.1080/10627197.2016.1236677
Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between teachers' approaches to ass
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ddb0bee2a40e855c88a1cb43639f0542
https://hdl.handle.net/1974/26411
https://hdl.handle.net/1974/26411
Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers’ knowledge, skills, and practices, with few studies examining students’ responses to an AfL pedagogical
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41565209fa542e43c7a883a1095bdd8a
https://doi.org/10.1080/09585176.2017.1401550
https://doi.org/10.1080/09585176.2017.1401550
Publikováno v:
Educational Assessment, Evaluation and Accountability. 28:251-272
Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::18dbd8374cb2274263f289d63dbad829
https://doi.org/10.1007/s11092-015-9233-6
https://doi.org/10.1007/s11092-015-9233-6
Autor:
Danielle LaPointe-McEwan, Andrew Coombs, Christopher DeLuca, Adelina Valiquette, Ulemu Luhanga
Classroom assessment has become a cornerstone of today’s standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers’ approach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c94f960cc5b1535af6bc49583e81b819
https://hdl.handle.net/1974/26414
https://hdl.handle.net/1974/26414