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.
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Judith McVarish is Associate Professor of Mathematics Education at St. John’s University and Chair of the Department of Curriculum and Instruction. She is director of St. John’s In Addition After School Mathematics Program and author of Where’s the Wonder in Elementary Math? Encouraging Reasoning in the Classroom. Catherine Milne is Associate Professor in the Department of Teaching and Learning at New York University. She runs a research program, Molecules & Minds, which is developing scaffolds for multimedia chemistry simulations. She is author of The Invention of Science and co-editor-in-chief for the journal, Cultural Studies of Science Education.
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 170 pp. Englisch. Bestandsnummer des Verkäufers 9781433108358
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Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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.This edited book provides readers with a guide for . Bestandsnummer des Verkäufers 116456131
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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.Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 170 pp. Englisch. Bestandsnummer des Verkäufers 9781433108358
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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. Bestandsnummer des Verkäufers 9781433108358
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Taschenbuch. Zustand: Neu. Teacher Educators Rethink Self-Assessment in Higher Education | A Guide for the Perplexed | Catherine Milne (u. a.) | Taschenbuch | Counterpoints | Englisch | 2014 | Peter Lang | EAN 9781433108358 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. Bestandsnummer des Verkäufers 105180697
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