Name: Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed (en Inglés)
SKU: 46784973
Price: 193.41 PEN
Availability: InStock
Author: Steinberg, Shirley R. ; McVarish, Judith ; Milne, Catherine
ISBN: 9781433108358

portada Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed (en Inglés)

Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed (en Inglés)

Formato

Libro Físico

Editorial

Peter Lang Inc., International Academic Publi

Autor

Steinberg, Shirley R. ; McVarish, Judith ; Milne, Catherine

Año

2014

Idioma

Inglés

N° páginas

154

Encuadernación

Tapa Blanda

Dimensiones

22.4x14.7x1.3 cm

Peso

0.38 kg.

ISBN13

9781433108358

Categorías

Psicología de la educación
Educación para adultos, formación continua

Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed (en Inglés)

Steinberg, Shirley R. ; Mcvarish, Judith ; Milne, Catherine (Autor) · Peter Lang Inc., International Academic Publi · Tapa Blanda

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Reseña del libro "Teacher Educators Rethink Self-Assessment in Higher Education: A Guide for the Perplexed (en Inglés)"

This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence of learning.