Research on Classroom Assessment Practices: A Literature Review
Some efforts to improve the quality of education are based on the idea that students’ performance improves if the teacher uses formative assessment, although the related research is not conclusive. However, in these studies assessment has often been characterized as formative or not based only on th...
Đã lưu trong:
Những tác giả chính: | Martínez Rizo, Felipe, Mercado Salas, Adriana |
---|---|
Định dạng: | info:eu-repo/semantics/article |
Ngôn ngữ: | spa |
Được phát hành: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2014
|
Những chủ đề: | |
Truy cập trực tuyến: | https://redie.uabc.mx/index.php/redie/article/view/371 |
Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
Những quyển sách tương tự
-
Analysis of the Teacher´s Educational Practice: Didactic Thinking, Interaction and Reflection
Bằng: García Cabrero, Benilde, et al.
Được phát hành: (2008) -
Comprehension of the Posgraduated Teacher´s Practice and the Evaluation from their Perception
Bằng: Loredo Enríquez, Javier, et al.
Được phát hành: (2008) -
Perception of Impact of Formative Assessment on Professional Competences During Initial Teacher Training
Bằng: Cañadas, Laura, et al.
Được phát hành: (2021) -
Teacher Evaluation within the Public Agenda
Bằng: Nava Amaya, Minerva, et al.
Được phát hành: (2014) -
Research on Classroom Assessment Practices: A Literature Review
Bằng: Martínez Rizo, Felipe, et al.
Được phát hành: (2014)