Avancerad sökning

Hittade 2 avhandlingar som matchar ovanstående sökkriterier.

  1. 1. Formative assessment : teacher knowledge and skills to make it happen

    Författare :Charlotta Vingsle; Torulf Palm; Tomas Bergqvist; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; teacher knowledge; mathematics; interactive dialouges; compulsory school; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. LÄS MER

  3. 2. Formativ bedömning och självreglerat lärande : vad behöver vi för att få det att hända?

    Författare :Charlotta Vingsle; Torulf Palm; Bergqvist Tomas; Frode Rønning; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; assessment for learning; self-regulated learning; teacher knowledge; mathematics education; formativ bedömning; bedömning för lärande; självreglerat lärande; lärares kunskap; matematikdidaktik; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. LÄS MER