Assessment capable students
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(Created page with "= What are the key attributes of assessment capable students?<br/> = == '''What are assessment capable''' '''teachers?''' <br/> == <blockquote> ''Able and motivated to access, i...") |
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− | = What are the key attributes of assessment capable students? | + | = What are the key attributes of assessment capable students? = |
− | == '''What are assessment capable | + | == '''What are assessment capable teachers?''' == |
− | <blockquote> | + | <blockquote>''Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."''</blockquote><blockquote style="text-align: right">Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)</blockquote> |
− | ''Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."'' Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009) | + | == '''What is formative assessment?''' == |
− | </blockquote> | + | <blockquote>"An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence."</blockquote><p style="text-align: right">Wiliam, D. (2011 p43)</p> |
− | == '''What is formative assessment?''' | + | |
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− | "An | + |
Revision as of 22:18, 2 February 2012
What are the key attributes of assessment capable students?
What are assessment capable teachers?
Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."
Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)
What is formative assessment?
"An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence."
Wiliam, D. (2011 p43)