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Curriculum and assessment
Curriculum and assessment
Exploring assessment approaches
Exploring assessment approaches
"The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning but also about the nature of learning itself." This occasional paper by Australian Council for Educational Research (ACER)chief executive Geoff Masters(pictured) explores the different assessment approaches and the often unhelpful messages they give to learners.
"The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning but also about the nature of learning itself." This occasional paper by Australian Council for Educational Research (ACER)chief executive Geoff Masters explores the different approaches and the often unhelpful messages they give to learners.
Category:
Transitioning from talking democratically, to thinking democratically and acting democratically: Exploring student-centred approaches to curriculum implementation
Publication type:
$15.00
Student-centred approaches to learning are gaining increasing national and international attention. For many teachers, more democratic teaching designs require a shift in thinking and practice. This article looks at how teachers unfamiliar with these approaches might transition from a position of power to empowerment by exploring small, manageable changes in practice. It draws on a 9-month participatory action-based research project on student-centred curriculum integration and the teaching practice of the author.
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publisher:
NZCER Press
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set 2013: no. 2
publisher:
NZCER Press
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$15.00
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Start page:
143
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Problems in developing formative assessment: A physics teacher’s lived experiences of putting the ideas into practice
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116
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‘Tell me about your school’: Researching local responses to New Zealand’s National Standards policy
$15.00
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Start page:
94
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Perceptions of the effectiveness of feedback: School leaders’ perspectives
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Start page:
74
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Exploring first-grade teachers’ use of data to inform early literacy instruction
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49
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Questioning as formative assessment: Investigating the use of the ESRU framework to guide students’ learning
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30
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