Four Principles for Assessing Student-Directed Projects

Autor/inn/en	Brennan, Karen; Blum-Smith, Sarah; Haduong, Paulina
Titel	Four Principles for Assessing Student-Directed Projects
Quelle	In: Phi Delta Kappan, 103 (2022) 4, S.44-48 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211065826
Schlagwörter	Student Evaluation; Student Projects; Evaluation Methods; Elementary School Students; Secondary School Students; Writing Evaluation; Teacher Student Relationship; Learning Processes; Capacity Building + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulprojekt; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess
Abstract	Student-directed projects are a promising approach to supporting powerful learning, yet uncertainty about how to assess these projects presents a barrier to widespread incorporation in K-12 classrooms. Drawing on interviews with computer science teachers and an interdisciplinary literature review, Karen Brennan, Sarah Blum-Smith, and Paulina Haduong offer four principles to guide assessment of student-directed projects: recognizing the individuality of the learner, illuminating process, engaging multiple perspectives, and cultivating capacity for personal judgment. They describe the research behind these principles and provide and example of what they look like in practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01