By Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
Overview for studying [AfL] is certain up with scholars changing into self sustaining lifelong newbies who're energetic contributors within the lecture room and past. This publication explores instructor and scholar studies of AfL interactions in fundamental technological know-how and know-how study rooms. operating from a sociocultural standpoint, the book's basic premise is that AfL has a contribution to make to scholars constructing identities as comprehensive freshmen and knowers. the focal point is on figuring out and embellishing instructor practices that align with the spirit of AfL. the subsequent issues are illustrated: • AfL interactions are multifaceted, multimodal and ensue over a number of time scales. • scholar studying autonomy is promoted whilst academics offer possibilities for college students to workout employer inside of a approach of accountabilities. • instructor pedagogical content material wisdom performs a pivotal function in lecturers having the ability to reply to scholars. • efficient AfL interactions are reflective of how a selected self-discipline generates and warrants wisdom. The publication could be of curiosity to academics and academic researchers who are looking to learn AfL from a theoretical and a pragmatic point of view.
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Extra info for Expanding Notions of Assessment for Learning: Inside Science and Technology Primary Classrooms
Additionally, well–designed curriculum materials have been shown to support the development of teacher knowledge through the way they represent subject concepts, tasks, procedures, and teaching approaches (Ball & Cohen, 1996). Recommendations from trusted colleagues about what worked for them in their classrooms can also be a useful resource (Appleton & Kindt, 1999). In previous technology research (Jones & Moreland, 2004; Moreland & Jones, 2000), findings indicated that when planning and preparation focused on key attributes of technology, and ways to teach these attributes, the development of teachers’ AfL practices were strengthened.
Analysis and interpretation often takes place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. (p. 39) Thus, the responsibility for recognising the value of particular learning is located firmly in the hands of the teachers who are in face–to–face relationships with their students (Crooks, 2002). In practice teachers and schools employ a range of assessment formats (McGee, et. , 2003) for summative, formative and reporting purposes, some of which are of their own design.
He has focused on the key ideas and skills within sign–making technology that he wanted his students to learn. He has also specified his assessment methods (self and peer assessment based on criteria, and a portfolio of work that will include plans, drawings and photo of finished product), indicating the importance he has placed on student involvement in assessment as well as the assessment of the product and the process. Grant is now in a good position to communicate and develop learning intentions with his students as is commonly recommended (Black & Wiliam, 1998; Sadler, 1998).
Expanding Notions of Assessment for Learning: Inside Science and Technology Primary Classrooms by Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass