Literaturnachweis - Detailanzeige
| Autor/inn/en | Sato, Mistilina; Atkin, J. Myron |
|---|---|
| Titel | Supporting Change in Classroom Assessment |
| Quelle | In: Educational Leadership, 64 (2007) 4, S.76-79 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | Science Teachers; Formative Evaluation; Student Evaluation; Teacher Improvement; Educational Strategies; Scoring Rubrics; Teaching Methods; Educational Change; Program Effectiveness; Discussion (Teaching Technique); Teacher Collaboration; California |
| Abstract | Formative assessment has been receiving increasing attention in education. But from a classroom teacher's perspective, changing assessment practices is not always an easy, straightforward process. This article describes the experiences of five middle schools science teachers who met together weekly to exchange ideas about integrating formative assessment practices into their teaching, as part of the Classroom Assessment Project to Improve Teaching and Learning (CAPITAL) funded by the National Science Foundation. Sato and Atkin tell how these teachers helped one another use rubrics and other formative assessment strategies effectively, even when the teachers' views about learning and evaluation differed significantly. The authors present suggestions for how educators conducting professional development can support teachers in bringing true change to their practice. (Author). |
| Anmerkungen | Association for Supervision and Curriculum Development. 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 | 2017/4/10 |
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