The Structured Assessment Dialogue
| Autor: | Sanne Schnell Nielsen, Jens Dolin, Jesper Bruun, Pasi Nieminen, Sofie Birch Jensen |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
050101 languages & linguistics
Peer feedback 05 social sciences 050301 education 06 humanities and the arts DUAL (cognitive architecture) Formative assessment Learning potential Summative assessment Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education Meaning (linguistics) |
| Zdroj: | Contributions from Science Education Research ISBN: 9783319632476 |
| DOI: | 10.1007/978-3-319-63248-3_5 |
| Popis: | The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning that the learning potential of the assessment will often be minimal. It is therefore a central challenge to find ways to combine the dual use of assessment. The structured assessment dialogue (SAD) is a candidate for such a combination. |
| Databáze: | OpenAIRE |
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