| 000 | 04090cam a2200973 i 4500 | ||
|---|---|---|---|
| 001 | 976963 | ||
| 008 | 170727s20112011inu a b 001 0 eng d | ||
| 020 |
_a9781934009307 _q(perfect bound) |
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| 040 |
_aTR-IsMEF _beng _erda _cTR-IsMEF |
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| 041 | 0 | _aeng | |
| 049 | _aTR-IsMEF | ||
| 050 | 0 | 0 |
_aLB1025.3 _b.W55 2011 |
| 100 | 1 |
_aWiliam, Dylan, _eauthor. |
|
| 245 | 1 | 0 |
_aEmbedded formative assessment / _cDylan Wiliam |
| 264 | 1 |
_aBloomington, IN : _bSolution Tree Press, _c2011. |
|
| 264 | 4 | _a©2011 | |
| 300 |
_ax, 189 pages : _billustrations ; _c26 cm. |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aunmediated _2rdamedia |
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| 338 |
_avolume _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages 165-182) and index. | ||
| 505 | 0 | _aWhy educational achievement matters -- The case for formative assessment -- Clarifying, sharing, and understanding learning intentions and success criteria -- Eliciting evidence of learners' achievement -- Providing feedback that moves learning forward -- Activating students as instructional resources for one another -- Activating students as owners of their own learning. | |
| 650 | 0 | _aEffective teaching | |
| 650 | 0 | _aEducational tests and measurements | |
| 650 | 0 | _aAcademic achievement | |
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 920 |
_aMEF International School, _edonor. |
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| 942 |
_2lcc _cBKS |
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| 970 | 0 | 1 | _aTable of Contents |
| 970 | 0 | 1 |
_aAbout the Author, _pix |
| 970 | 0 | 1 |
_aIntroduction, _p1 |
| 970 | 1 | 2 | _aCHAPTER 1 |
| 970 | 1 | 1 |
_tWhy Educational Achievement Matters, _p3 |
| 970 | 1 | 1 |
_tThe Increasing Importance of Educational Achievement, _p3 |
| 970 | 1 | 1 |
_tWhy Is Raising Student Achievement So Hard?, _p10 |
| 970 | 1 | 1 |
_tThree Generations of School Effectiveness Research, _p15 |
| 970 | 1 | 1 |
_tThe Impact of Teacher Quality, _p17 |
| 970 | 1 | 1 |
_tHow Do We Increase Teacher Quality?, _p22 |
| 970 | 1 | 1 |
_tConclusion, _p26 |
| 970 | 1 | 2 | _aCHAPTER 2 |
| 970 | 1 | 1 |
_tThe Case for Formative Assessment, _p27 |
| 970 | 1 | 1 |
_tProfessional Development, _p27 |
| 970 | 1 | 1 |
_tThe Origins of Formative Assessment, _p33 |
| 970 | 1 | 1 |
_tWhat,Exactly,Is Formative Assessment?, _p37 |
| 970 | 1 | 1 |
_tStrategies of Formative Assessment, _p45 |
| 970 | 1 | 1 |
_tAssessment:The Bridge Between Teaching and Learning, _p46 |
| 970 | 1 | 1 |
_tConclusion, _p50 |
| 970 | 1 | 2 | _aCHAPTER 3 |
| 970 | 1 | 1 |
_tClarifying,Sharing, and Understanding Learning Intentions and Success Criteria, _p51 |
| 970 | 1 | 1 |
_tWhy Learning Intentions Are Important?, _p51 |
| 970 | 1 | 1 |
_tWhen Are Learning Intentions Useful?, _p56 |
| 970 | 1 | 1 |
_tIssues in Constructing Learning Intentions, _p61 |
| 970 | 1 | 1 |
_tPractical Techniques, _p65 |
| 970 | 1 | 1 |
_tConclusion, _p69 |
| 970 | 1 | 2 | _aCHAPTER 4 |
| 970 | 1 | 1 |
_tEliciting Evidence of Learners' Achievement, _p71 |
| 970 | 1 | 1 |
_tFinding Out What Students Know, _p71 |
| 970 | 1 | 1 |
_tWhere Do Students' Ideas Come From?, _p73 |
| 970 | 1 | 1 |
_tPractical Techniques, _p78 |
| 970 | 1 | 1 |
_tConclusion, _p104 |
| 970 | 1 | 2 | _aCHAPTER 5 |
| 970 | 1 | 1 |
_tProviding Feedback That Moves Learning Forward, _p107 |
| 970 | 1 | 1 |
_tThe Quality of Feedback, _p107 |
| 970 | 1 | 1 |
_tA Recipe for Future Action, _p119 |
| 970 | 1 | 1 |
_tGrading, _p122 |
| 970 | 1 | 1 |
_tPractical Techniques, _p127 |
| 970 | 1 | 1 |
_tConclusion, _p131 |
| 970 | 1 | 2 | _aCHAPTER 6 |
| 970 | 1 | 1 |
_tActivating Students as Instructional Resources for One Another, _p133 |
| 970 | 1 | 1 |
_tCooperative Learning, _p133 |
| 970 | 1 | 1 |
_tPractical Techniques, _p137 |
| 970 | 1 | 1 |
_tConclusion, _p144 |
| 970 | 1 | 2 | _aCHAPTER 7 |
| 970 | 1 | 1 |
_tActivating Students as Owners of Their Own Learning, _p145 |
| 970 | 1 | 1 |
_tStudent Self-Assessment, _p146 |
| 970 | 1 | 1 |
_tSelf-Regulated Learning, _p147 |
| 970 | 1 | 1 |
_tPractical Techniques, _p152 |
| 970 | 1 | 1 |
_tConclusion, _p158 |
| 970 | 0 | 1 |
_aEpilogue, _p159 |
| 970 | 0 | 1 |
_aList of Techniques, _p163 |
| 970 | 0 | 1 |
_aReferences and Resources, _p165 |
| 970 | 0 | 1 |
_aIndex, _p183 |
| 999 |
_c1695 _d1695 |
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| 003 | KOHA | ||