Literaturnachweis - Detailanzeige
| Autor/in | Stanford, Matt |
|---|---|
| Titel | Designing End-of-Year Exams: Trials and Tribulations |
| Quelle | In: Teaching History, (2017) 168, S.8-14 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0610 |
| Schlagwörter | Test Construction; Exit Examinations; Educational Practices; Educational Strategies; Behavioral Objectives; Grading; Elementary Education; Foreign Countries; United Kingdom (England) |
| Abstract | Since the decline of the National Curriculum Level Descriptions, schools in England have been asked to design their own forms of assessment at Key Stage 3. This had led to a great deal of creativity, but also a number of challenges. In this article Matt Stanford reflects on his department's attempts to develop a rigorous end-of year assessment. In doing so, his department had to reflect on their very rationale for assessing pupils. In particular, he elaborates on how his use of a Virtual Learning Environment (VLE) allowed him to ease the time pressure under which teachers work. (As Provided). |
| Anmerkungen | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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