Transforming Assessment: Through an Interplay Between Practice, Research and Policy - Couverture souple

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9783319875088: Transforming Assessment: Through an Interplay Between Practice, Research and Policy

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ISBN 10 : 3319875086 ISBN 13 : 9783319875088

Editeur : Springer, 2018

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This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning.

The book provides insights about:

- The concept of competence within the STM domains and its relevance for education

- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.

- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.

- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.

- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.

- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.

- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established.

- Concrete research vistas that are still needed in international assessment research.

Les informations fournies dans la section � Synopsis � peuvent faire r�f�rence � une autre �dition de ce titre.

�diteur: Springer
Date d'�dition: 2018
Langue: anglais
ISBN 10: 3319875086
ISBN 13: 9783319875088
Reliure: Broch�
Nombre de pages: 316
�diteur: Dolin Jens, Evans Robert
Coordonn�es du fabricant: ProductSafety@springernature.com
ProductSafety@springernature.com

Poststr. 9
Darmstadt
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Allemagne

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Transforming Assessment (eng)

Dolin, Jens

Edit� par Springer, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

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Transforming Assessment

Dolin, Jens|Evans, Robert

Edit� par Springer International Publishing, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

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Vendeur : moluna, Greven, Allemagne

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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Gives a coherent understanding of why and how to transform the assessment practice throughout EuropeEstablishes a state-of-the-art understanding of key concepts in science education and assessmentIncludes policy asp. N� de r�f. du vendeur 448760737

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Transforming Assessment

Robert Evans

Edit� par Springer International Publishing Sep 2018, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

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Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne

�valuation du vendeur 5 sur 5 �toiles

Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides insights about:- The concept of competence within the STM domains and its relevance for education- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research. 316 pp. Englisch. N� de r�f. du vendeur 9783319875088

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Transforming Assessment | Through an Interplay Between Practice, Research and Policy

Jens Dolin (u. a.)

Edit� par Springer, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

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Transforming Assessment: Through an Interplay Between Practice, Research and Policy: 4 (Contributions from Science Education Research)

Edit� par Springer, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

Neuf Couverture souple

Vendeur : Books Puddle, New York, NY, Etats-Unis

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Etat : New. Softcover reprint of the original 1st ed. 2018 edition NO-PA16APR2015-KAP. N� de r�f. du vendeur 26376478101

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Transforming Assessment

Jens Dolin

Edit� par Springer, Springer Sep 2018, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

Neuf Taschenbuch

impression � la demande

Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne

�valuation du vendeur 5 sur 5 �toiles

Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning.The book provides insights about: The concept of competence within the STM domains and its relevance for education The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessmentpractices. How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences. How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. Concrete research vistas that are still needed in international assessment research.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 316 pp. Englisch. N� de r�f. du vendeur 9783319875088

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Transforming Assessment : Through an Interplay Between Practice, Research and Policy

Robert Evans

Edit� par Springer International Publishing, Springer International Publishing, 2018

ISBN 10 : 3319875086 ISBN 13 : 9783319875088

Neuf Taschenbuch

Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne

�valuation du vendeur 5 sur 5 �toiles

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides insights about:- The concept of competence within the STM domains and its relevance for education- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research. N� de r�f. du vendeur 9783319875088

Contacter le vendeur