Recasting a Traditionally Summative Assessment as an Intentionally Formative Experience

被引：1

作者：

Bannister, Nicole A. ^{[1
]}

Linder, Sandra M. ^{[1
]}

机构：

[1] Clemson Univ, Eugene T Moore Sch Educ, Clemson, SC 29634 USA

来源：

EDUCATIONAL FORUM | 2015年 / 79卷 / 02期

关键词：

early childhood education; mathematics education; teacher education/certification;

D O I：

10.1080/00131725.2014.1002594

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Most preservice teachers have limited opportunities to apply the teaching practices explored in their teacher education programs. The case study examined in this article considers a novice teacher who optimized her experience in an early childhood classroom by intentionally engaging in formative assessment and reflective teaching.

引用

页码：190 / 199

页数：10

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