Administration de tests et évaluation du rendement des élèves au Canada PDF Download
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Author: Geraldine Gilliss
Publisher: Fédération canadienne des enseignantes et des enseignants
ISBN:
Category : Education
Languages : en
Pages : 210
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Book Description
This bibliography draws together references to Canadian materials on testing and evaluation of student achievement published between 1976 and 1984. It also includes some earlier works of significance. The entries are arranged alphabetically under topical subheadings and have been annotated wherever possible.
Author: Geraldine Gilliss
Publisher: Fédération canadienne des enseignantes et des enseignants
ISBN:
Category : Education
Languages : en
Pages : 210
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Book Description
This bibliography draws together references to Canadian materials on testing and evaluation of student achievement published between 1976 and 1984. It also includes some earlier works of significance. The entries are arranged alphabetically under topical subheadings and have been annotated wherever possible.
Author:
Publisher:
ISBN:
Category : Applied linguistics
Languages : fr
Pages : 368
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Book Description
Author: Dominique Morissette
Publisher: Saint-Laurent, Québec : Éditions du Renouveau pédagogique
ISBN: 9782761309592
Category : Mathematics
Languages : fr
Pages : 130
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Book Description
Ce guide précise, étape par étape, les décisions qui doivent être prises par l'enseignant pour préparer ses questionnaires d'examen: choisir ce qui doit être évalué, rédiger des items, observer les élèves en classe, planifier une opération de mesure, etc.
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1708
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Book Description
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 398
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Book Description
Cumulates monthly issues and includes additional material.
Author: Dany Laveault
Publisher: Springer
ISBN: 3319392115
Category : Education
Languages : en
Pages : 374
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Book Description
This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
Author:
Publisher:
ISBN:
Category : Languages, Modern
Languages : en
Pages : 432
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : un
Pages : 480
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Book Description
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1550
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Book Description
An indexing, abstracting and document delivery service that covers current Canadian report literature of reference value from government and institutional sources.
Author: Gordon Stobart
Publisher: Routledge
ISBN: 1134137028
Category : Education
Languages : en
Pages : 396
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Book Description
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
