Literaturnachweis - Detailanzeige
Autor/inn/en | Guskey, Thomas R.; McTighe, Jay |
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Titel | Pre-Assessment: Promises and Cautions |
Quelle | In: Educational Leadership, 73 (2016) 7, S.38-43 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1784 |
Schlagwörter | Student Evaluation; Teaching Methods; Evaluation Methods; Educational Improvement |
Abstract | Nearly every modern instructional planning model, differentiation approach, and personalized learning system incorporates some form of re-assessment. Yet there's scant research evidence that teachers use pre-assessment in ways that improve learning, according to Guskey and McTighe. To increase the likelihood that pre-assessment will be worth the time and effort, the authors look at its potential purposes and problems. They offer three major recommendations: (1) always consider why you are pre-assessing, what information you are intending to uncover, and what methods you will use to gather that information--and make these purposes and methods explicitly to students; (2) Always take action to improve instruction on the basis of pre-assessment results; and (3) Use pre-assessments judiciously--only when they will provide information you don't already have and can't predict. (As Provided). |
Anmerkungen | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |