Literaturnachweis - Detailanzeige
| Autor/in | Harlen, Wynne |
|---|---|
| Titel | Holding up a Mirror to Classroom Practice |
| Quelle | In: Primary Science Review, (2007) 100, S.29-31 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0269-2465 |
| Schlagwörter | Formative Evaluation; Peer Evaluation; Science Instruction; Evaluation Methods; Foreign Countries; Elementary School Science; Self Evaluation (Individuals); Student Evaluation; Teacher Evaluation; United Kingdom |
| Abstract | The importance of self- and peer-assessment lies in helping children to take responsibility for their learning, an essential outcome of education that aims to develop the ability of school pupils to continue learning throughout life. For self- and peer-assessment what is needed is that children: (1) understand the goals of a learning activity; (2) appreciate the criteria of quality that apply; (3) look critically at their work and judge it against the assessment criteria; and (4) take part in deciding what to do to achieve the goal. In this article, the author argues that what is good for the children in terms of self-assessment is good for the teacher too. It is important for teachers to develop their own list of criteria reflecting what is important for their children and their school. This is more likely to bring commitment to critical review of teaching and facilitate the use of formative evaluation by teachers to improve their practice. (ERIC). |
| Anmerkungen | Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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