Learning-oriented assessment: A technology-based case study

Learning-oriented assessment: A technology-based case study

• Keppell, Mike Hong Kong Institute of Education
• Carless, David University of Hong Kong

Assessment in Education: Principles, Policy & Practice, 13(2), 179-191, 2006

Routledge

2006

• M 教師與教師教育
  • MA 教師之專業教育
• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用
• L 教育測量及評鑑

Foreign Countries Case Studies Feedback Teacher Education Learning Experience Teacher Evaluation Teacher Educators Learning Processes Action Research Multimedia Instruction Internet Evaluation Methods Preservice Teachers Units of Study Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper focuses on reconfiguring assessment processes so that they support a learning function, in addition to the more traditional measurement function. In the first half of the paper we discuss a framework for 'learning‐oriented assessment' derived from a project carried out in Hong Kong. We conceptualize learning‐oriented assessment as containing three key components: assessment tasks as learning tasks; student involvement in assessment; and explicitly forward‐looking feedback. The second half of the paper presents an action research case in which the first author implemented some of the principles of learning‐oriented assessment within a module in a teacher education context. The module, focusing on multimedia and web authoring, was taught through blended learning with an emphasis on peer learning and project‐based learning. A particular feature was the interplay between students' learning experiences and the module assessments.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09695940600703944]

• 英文

期刊論文

• 0969594X

• 10.1080/09695940600703944

https://bibliography.lib.eduhk.hk/tc/bibs/c9f6821e

2010-09-24