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Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
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Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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Culturally responsive classroom-based assessment A case study of secondary schools in Ireland ; Culturally responsive classroom-based assessment. A case study of secondary schools in Ireland
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In: Journal of Educational Research; Vol. 40 No. 1 (2022); 15-32 ; Revista de Investigación Educativa; Vol. 40 Núm. 1 (2022); 15-32 ; 1989-9106 ; 0212-4068 (2022)
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Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
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In: Chinese Language Teaching Methodology and Technology (2021)
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Investigation of Teachers’ Self-Assessment to Create a Positive Classroom Environment
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In: i.e.: inquiry in education (2021)
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"A Town of Many": Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion
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In: Global Education Review; Vol. 7 No. 4 (2020): Modern Didactic Approaches and Methods for Second Language Teaching to Students with a Migrant or Refugee Background; 9-28 ; 2325-663X (2021)
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Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses
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In: European Journal of Investigation in Health, Psychology and Education ; Volume 11 ; Issue 3 ; Pages 81-1106 (2021)
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Abstract:
Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.
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Keyword:
instructional adjustments; mathematics classroom assessment; students’ profiles; types of mathematics tasks
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URL: https://doi.org/10.3390/ejihpe11030081
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Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
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Exploring the Evolution of Assessment Identity when Infusing Technology into Educational Contexts
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FAIRNESS IN CLASSROOM ASSESSMENT: CONCEPTUAL AND EMPIRICAL INVESTIGATIONS
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Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
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In: Practical Assessment, Research, and Evaluation (2021)
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Implementing the flipped classroom model in teaching a translation module in Vietnam
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 13 , Iss 2 (2021) (2021)
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Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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The use of computer-adaptive formative assessment: Australian English language teacher perceptions ...
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學生學習投入課室觀察檢核表之開發 ; The Development of Classroom Observation Inventory for Student Engagement
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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