Literaturnachweis - Detailanzeige
| Autor/inn/en | Reinholz, Daniel L.; Gillingham, Denny |
|---|---|
| Titel | Forms of Formative Assessment: Eliciting and Using Student Thinking |
| Quelle | In: For the Learning of Mathematics, 37 (2017) 1, S.9-11 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0228-0671 |
| Schlagwörter | College Students; Student Evaluation; Mathematics Tests; Formative Evaluation; Calculus; Mathematics Skills; Introductory Courses; College Mathematics; Lesson Plans |
| Abstract | Prior learning provides the basis for new learning. Mathematics educators employ formative assessment to "elicit" and "use" student thinking as the foundation of their instruction. Yet, information can be elicited and used in a variety of ways, so not all formative assessment is equally "formative." This means that simply eliciting student thinking is insufficient; assessment must impact instruction to be considered formative. Not all methods of eliciting student thinking are equally useful. Ultimately, how teachers access and use student thinking depends on their goals and their specialized knowledge as educators. In this article, the authors propose a framework to better describe nuances in formative practices. (ERIC). |
| Anmerkungen | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
