Literaturnachweis - Detailanzeige
| Autor/inn/en | Harlen, Wynne; James, Mary |
|---|---|
| Titel | Creating a Positive Impact of Assessment on Learning. |
| Quelle | (1996), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; British National Curriculum; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Evaluation Methods; Feedback; Foreign Countries; Formative Evaluation; Summative Evaluation; Teacher Education; Technological Advancement; United Kingdom |
| Abstract | One way to assure that assessment can have a positive impact on learning is to begin by understanding the nature of formative assessment. Understanding the distinction between formative and summative assessment will make it possible to use each for improvement of education. It becomes increasingly important that schools promote learning that is actively understood and internalized by the learner. The mere rote learning of facts will not suffice in the current and future worlds of rapid technological change. Knowing about students' existing ideas and skills and recognizing the point reached in development and the necessary next steps to take constitutes formative assessment of students. Formative assessment is essentially feedback to the teacher and the student about present understanding and skill development in order to determine the way forward. Summative assessment describes learning achieved at a certain time for reporting to parents, other educators, students themselves, and other interested parties. Using and articulating the distinction between these types of assessment is discussed in the context of the United Kingdom's National Curriculum. Both types of assessment must be integral to teacher education in order to ensure educational improvement. (Contains 19 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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