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dc.contributor.authorBell, Beverley
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2012-04-30T00:08:57Z
dc.date.available2012-04-30T00:08:57Z
dc.date.issued2001
dc.identifier.citationBell, B. & Cowie, B. (2001). Teacher development for formative assessment. Waikato Journal of Education, 7, 37-49.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6265
dc.description.abstractThis article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers' professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.phpen_NZ
dc.rights© 2001 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectteacher developmenten_NZ
dc.subjectformative testsen_NZ
dc.subjecthigh school teachersen_NZ
dc.subjectprimary school teachersen_NZ
dc.subjectsocial developmenten_NZ
dc.subjectprofessional educationen_NZ
dc.subjectteacher-student relationshipsen_NZ
dc.subjectinteraction analysis in educationen_NZ
dc.titleTeacher development for formative assessment.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page37en_NZ
pubs.elements-id27070
pubs.end-page50en_NZ
pubs.volume7en_NZ


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