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Design of Learning and Assessment Tasks

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2015
Guidebook-127-148_merged.pdf (2.349Mb)
Аутори
Trivić, Dragica
Finlayson, Odilla
Lovatt, James
McCormack, Lorraine
Остала ауторства
Maciejowska, Iwona
Byers, Bill
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Апстракт
In the first section of this chapter a theoretical framework gives background information on designing learning and assessment tasks. Learning and assessment are fundamentally entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important to realise that the triumvirate of assessment practices, curricula and learning pedagogies are all inter-related and that each must complement the other for effective learning. One of the challenges in PST education is to break down their prior experiences of schooling in terms of learning and assessment and to ensure that PSTs experience varied approaches and assessment practices within their education programmes. In the second section of this chapter, four examples of good practice will be provided. These will outline strategies to introduce PSTs to learning and assessment task design. All four demonstrate the interrelatedness of learning and assessment, though in the discussion, the first two will be pred...ominately explained in the context of learning task design (planning, sequencing, cognitive development) and the emphasis in the second two examples will concentrate on assessment (peer-learning, criteria-based and assessment of discourse).

Кључне речи:
Learning and assessment tasks / Pre-service chemistry teacher education
Извор:
A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers, 2015, 127-148
Издавач:
  • Faculty of Chemistry, Jagiellonian University in Krakow

ISBN: 978-83-943754-0-9

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_cherry_5027
URI
https://zdch.uj.edu.pl/documents/87419401/e347904e-c062-4275-b688-c222629d57a4
http://cherry.chem.bg.ac.rs/handle/123456789/5027
Колекције
  • Publikacije
Институција/група
Hemijski fakultet
TY  - CHAP
AU  - Trivić, Dragica
AU  - Finlayson, Odilla
AU  - Lovatt, James
AU  - McCormack, Lorraine
PY  - 2015
UR  - https://zdch.uj.edu.pl/documents/87419401/e347904e-c062-4275-b688-c222629d57a4
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5027
AB  - In the first section of this chapter a theoretical framework gives background information
on designing learning and assessment tasks. Learning and assessment are fundamentally
entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important
to realise that the triumvirate of assessment practices, curricula and learning pedagogies
are all inter-related and that each must complement the other for effective learning. One of
the challenges in PST education is to break down their prior experiences of schooling in
terms of learning and assessment and to ensure that PSTs experience varied approaches and
assessment practices within their education programmes.
In the second section of this chapter, four examples of good practice will be provided. These
will outline strategies to introduce PSTs to learning and assessment task design. All four
demonstrate the interrelatedness of learning and assessment, though in the discussion, the
first two will be predominately explained in the context of learning task design (planning,
sequencing, cognitive development) and the emphasis in the second two examples will
concentrate on assessment (peer-learning, criteria-based and assessment of discourse).
PB  - Faculty of Chemistry, Jagiellonian University in Krakow
T2  - A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers
T1  - Design of Learning and Assessment Tasks
SP  - 127
EP  - 148
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5027
ER  - 
@inbook{
author = "Trivić, Dragica and Finlayson, Odilla and Lovatt, James and McCormack, Lorraine",
year = "2015",
abstract = "In the first section of this chapter a theoretical framework gives background information
on designing learning and assessment tasks. Learning and assessment are fundamentally
entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important
to realise that the triumvirate of assessment practices, curricula and learning pedagogies
are all inter-related and that each must complement the other for effective learning. One of
the challenges in PST education is to break down their prior experiences of schooling in
terms of learning and assessment and to ensure that PSTs experience varied approaches and
assessment practices within their education programmes.
In the second section of this chapter, four examples of good practice will be provided. These
will outline strategies to introduce PSTs to learning and assessment task design. All four
demonstrate the interrelatedness of learning and assessment, though in the discussion, the
first two will be predominately explained in the context of learning task design (planning,
sequencing, cognitive development) and the emphasis in the second two examples will
concentrate on assessment (peer-learning, criteria-based and assessment of discourse).",
publisher = "Faculty of Chemistry, Jagiellonian University in Krakow",
journal = "A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers",
booktitle = "Design of Learning and Assessment Tasks",
pages = "127-148",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5027"
}
Trivić, D., Finlayson, O., Lovatt, J.,& McCormack, L.. (2015). Design of Learning and Assessment Tasks. in A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers
Faculty of Chemistry, Jagiellonian University in Krakow., 127-148.
https://hdl.handle.net/21.15107/rcub_cherry_5027
Trivić D, Finlayson O, Lovatt J, McCormack L. Design of Learning and Assessment Tasks. in A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers. 2015;:127-148.
https://hdl.handle.net/21.15107/rcub_cherry_5027 .
Trivić, Dragica, Finlayson, Odilla, Lovatt, James, McCormack, Lorraine, "Design of Learning and Assessment Tasks" in A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers (2015):127-148,
https://hdl.handle.net/21.15107/rcub_cherry_5027 .

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