Teacher educators rethink self-assessment in higher education. A guide for the perplexed.

Sonst. Personen	McVarish, Judith (Hrsg.); Milne, Catherine (Hrsg.)
Titel	Teacher educators rethink self-assessment in higher education. A guide for the perplexed.
Quelle	New York u.a.: Lang (2014), XIII, 154 S.Verfügbarkeit
Reihe	Counterpoints. 380
Beigaben	Literaturangaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
ISBN	1-4331-0835-6; 978-1-4331-0835-8
Schlagwörter	Pädagogik; Lernpsychologie; Lernsituation; Selbstbild; Selbsteinschätzung; Selbsterfahrung; Lernen; Lernprozess; Student
Abstract	This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence of learning. (Verlag).
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2014/3