Formative assessment in practice: Children’s experiences in Maldivian classrooms
| Autor: | Niuma Mohamed, Murray Fastier |
|---|---|
| Jazyk: | English<br />Malay |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Journal of Research, Policy & Practice of Teachers & Teacher Education, Vol 3, Iss 1, Pp 5-17 (2013) |
| Druh dokumentu: | article |
| ISSN: | 2232-0458 2550-1771 |
| Popis: | Assessment practice in Maldivian schools is currently undergoing change. The new draft Maldivian National Curriculum (Education Development Centre, 2012a) and associated documents aim to align assessment, instruction, and curriculum in an effort to optimize learning conditions for students. The support document entitled ‘Pedagogy and Assessment Guide a Working Document’ highlights the importance of ensuring a balance between assessment ‘for’ learning (formative assessment) and assessment ‘of’ learning (summative assessment).Maldivian teachers, who have traditionally placed emphasis on summative assessment practice, will now be required to enhance their use of formative assessment strategies to help diagnose individual student’s strengths and weaknesses and to support future learning. The focus of this article is to identify formative assessment practices Maldivian students may already be experiencing in the lowerprimary school grades 1to 3. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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