Pre-Assessment: Promises and Cautions

Autor/inn/en	Guskey, Thomas R.; McTighe, Jay
Titel	Pre-Assessment: Promises and Cautions
Quelle	In: Educational Leadership, 73 (2016) 7, S.38-43 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Student Evaluation; Teaching Methods; Evaluation Methods; Educational Improvement + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01