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Expanding notions of assessment for learning : inside science and technology primary classrooms

Author: Bronwen Cowie; Judy Moreland; Kathrin Otrel-Cass
Publisher: Rotterdam ; Boston : SensePublishers, ©2013.
Series: Other Books.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book's fundamental premise is that AfL has a contribution to make to students developing identities as  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Moreland, Judy.
Expanding Notions of Assessment for Learning : Inside Science and Technology Primary Classrooms.
Rotterdam : Sense Publishers, ©2012
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Bronwen Cowie; Judy Moreland; Kathrin Otrel-Cass
ISBN: 9789462090613 9462090610 9462090602 9789462090606 9462090599 9789462090590
OCLC Number: 828860696
Description: 1 online resource.
Contents: Our Aspirations --
Assessment for Learning Interactions --
Elaborating our Context --
Strengthening Teacher Planning and Preparation --
Assessment for Learning Interactions as Multimodal --
Material Artefacts as Scenarios and Resources for Ideas and Interaction --
Pursuing Learning as Coherent, Connected and Cumulative --
Fostering Student Learning Agency and Autonomy --
Concluding Thoughts.
Series Title: Other Books.
Responsibility: Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass.

Abstract:

Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book's fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: AfL interact.

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