翻訳と辞書 Words near each other ・ Asses of Face Destruction ・ Assesos ・ Assesse ・ Assessed Taxes Act 1840 ・ Assessing Biofuels report ・ Assessing Pupils' Progress ・ Assessing Writing ・ Assessment ・ Assessment (journal) ・ Assessment and Evaluation Commission ・ Assessment and plan ・ Assessment and Qualifications Alliance ・ Assessment centre ・ Assessment day ・ Assessment for Effective Intervention ・ Assessment for learning ・ Assessment in computer-supported collaborative learning ・ Assessment of basic language and learning skills ・ Assessment of suicide risk ・ Assessment on Paramilitary Groups in Northern Ireland ・ Assessment Open Service Interface Definition ・ Assessment Research Centre ・ Assessment Systems Corporation ・ Assessor ・ Assessor (Italy) ・ Assessor (law) ・ Assessor (Oxford) ・ Assessor flavissimus ・ Assessor macneilli ・ Assessor's parcel number Dictionary Lists mini英和辞書 mini和英辞書 Webster 1913 Latin-English FOLDOC Wikipedia English ウィキペディア

翻訳と辞書　辞書検索 [ 開発暫定版 ] スポンサード リンク Assessment for learning ： ウィキペディア英語版 Assessment for learning In classrooms where assessment for learning is practised, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Researchers whose work has informed much of this assessment reform include Ken O’Connor, Grant Wiggins (), Jay McTighe (), Richard Stiggins (), Paul Black, Dylan Wiliam, Chris Harrison, Bethan Marshall, Gordon Stobart, Caroline Gipps, Joanna Goodman, Thomas Guskey, Damian Cooper (), Philippe Perrenoud, Royce Sadler, Bronwen Cowie, Margaret Heritage and Ronán Howe. ==Historical perspective== In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. The student’s mark on this test or exam was taken as the indicator of his or her understanding of the topic. In 1998, Black & Wiliam produced a review that highlighted that students who learn in a formative way achieve significantly better than matched control groups receiving normal teaching. Their seminal work developed into several important research projects on Assessment for Learning by the King's College team including Kings-Medway-Oxfordshire Formative Assessment Project (KMOFAP), Assessment is For learning (Scotland), Jersey-Actioning-Formative Assessment (Channel Islands), and smaller projects in England, Wales, Peru, and the USA. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Assessment for learning」の詳細全文を読む スポンサード リンク 翻訳と辞書 : 翻訳のためのインターネットリソース Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.