Literaturnachweis - Detailanzeige
| Autor/inn/en | Omasta, Matt; Murray, Beth; McAvoy, Mary; Chappell, Drew |
|---|---|
| Titel | Assessment in Elementary-Level Drama Education: Teachers' Conceptualizations and Practices |
| Quelle | In: Arts Education Policy Review, 122 (2021) 4, S.265-279 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Omasta, Matt) ORCID (McAvoy, Mary) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| DOI | 10.1080/10632913.2020.1746710 |
| Schlagwörter | Evaluation Methods; Student Evaluation; Drama; Teacher Attitudes; Elementary School Teachers; Teaching Methods; Teacher Expectations of Students; Scaffolding (Teaching Technique); Arizona (Phoenix); California (Los Angeles); Illinois (Chicago); North Carolina (Charlotte) |
| Abstract | This study is a phenomenological exploration of assessment practices in elementary-level drama education. Through analysis of interviews with fourteen drama educators, it describes how elementary drama teachers conceptualize assessment in theory and practice. Specifically, it discusses teachers' explicit definitions of assessment; the content matter they assess (and do not assess); their expectations for student performance; and the scaffolded, iterative, and formative nature of much assessment practice. The study recommends specific policy reforms at the state, district, and school levels related to ensuring appropriate assessment measures are implemented and supported; promoting teacher agency in assessment development; and increasing student access to quality drama education at the elementary level. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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