Formative assessment of teacher learning: issues about quality, design characteristics and impact on teacher learning

被引：5
作者：
Smith, Kari [1 ]
机构：
[1] Univ Bergen, Dept Educ, Fac Psychol, Bergen, Norway
来源：
TEACHERS AND TEACHING | 2013年 / 19卷 / 02期
关键词：
D O I：
10.1080/13540602.2013.741835
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
[No abstract available]
引用
收藏
页码：172 / 178
页数：7
相关论文
共 12 条
  • [1] [Anonymous], PACEM
  • [2] Developing the theory of formative assessment
    Black, Paul
    Wiliam, Dylan
    [J]. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, 2009, 21 (01) : 5 - 31
  • [3] Genres of empirical research in teacher education
    Borko, Hilda
    Liston, Dan
    Whitcomb, Jennifer A.
    [J]. JOURNAL OF TEACHER EDUCATION, 2007, 58 (01) : 3 - 11
  • [4] Creswell J., 2012, Educational Research. Planning, V4th
  • [5] Authentic assessment of teaching in context
    Darling-Hammond, L
    Snyder, J
    [J]. TEACHING AND TEACHER EDUCATION, 2000, 16 (5-6) : 523 - 545
  • [6] Gibbs G., 2005, LEARNING TEACHING HI, P3, DOI DOI 10.1007/978-3-8348-9837-1
  • [7] Grades that mean something
    Guskey, Thomas R.
    Swan, Gerry M.
    Jung, Lee Ann
    [J]. PHI DELTA KAPPAN, 2011, 93 (02) : 52 - 57
  • [8] Hanssen S.E., 2008, REPORT EXTERNAL EXAM
  • [9] SELF-REPORTS IN ORGANIZATIONAL RESEARCH - PROBLEMS AND PROSPECTS
    PODSAKOFF, PM
    ORGAN, DW
    [J]. JOURNAL OF MANAGEMENT, 1986, 12 (04) : 531 - 544
  • [10] Timperley H., 2008, Teacher professional learning and development
12