Literaturnachweis - Detailanzeige
| Autor/inn/en | Wallace, Heather D.; Preston, Lou; Harvie, Kate M. |
|---|---|
| Titel | Assessing Curriculum Planning for Humanities Inquiry: The Challenges and Opportunities of Poster Presentation |
| Quelle | In: Australian Journal of Teacher Education, 41 (2016) 12, S.67-82, Artikel 5 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Performance Based Assessment; Inquiry; Active Learning; Humanities Instruction; Curriculum Development; Preservice Teacher Education; Student Surveys; Preservice Teachers; Theory Practice Relationship; Place Based Education; Foreign Countries; Australia |
| Abstract | Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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