9781032738178 - developing formative assessment in stem classrooms (19 risultati)
Developing Formative Assessment in Stem Classrooms
Grangeat, Michel (EDT); Harrison, Christine (EDT); Dolin, Jens (EDT)
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Da: California Books, Miami, FL, U.S.A.California Books
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Developing Formative Assessment in Stem Classrooms
Grangeat, Michel (EDT); Harrison, Christine (EDT); Dolin, Jens (EDT)
- Brossura
Da: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Developing Formative Assessment in Stem Classrooms
Grangeat, Michel (EDT); Harrison, Christine (EDT); Dolin, Jens (EDT)
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Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Developing Formative Assessment in Stem Classrooms
Grangeat, Michel (EDT); Harrison, Christine (EDT); Dolin, Jens (EDT)
- Brossura
Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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Developing Formative Assessment in Stem Classrooms
Grangeat, Michel (Editor)/ Harrison, Christine (Editor)/ Dolin, Jens (Editor)
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Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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Da: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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- Print on Demand
Da: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
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Paperback. Condizione: new. Paperback. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how format…ive assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Da: Basi6 International, Irving, TX, U.S.A.Basi6 International
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Condizione: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days. Excellent Customer Service.
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Da: CitiRetail, Stevenage, Regno UnitoCitiRetail
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EUR 55,37
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Paperback. Condizione: new. Paperback. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how format…ive assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Da: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
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EUR 89,38
EUR 32,54 spedizioneSpedito da Australia a U.S.A.Quantità: 1 disponibili
Paperback. Condizione: new. Paperback. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how format…ive assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
