9786203040807 - teaching and learning at lower secondary level in uganda: investigating assessment for and of teaching and learning di asobasi omal, immaculate (5 risultati)
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Taschenbuch. Condizione: Neu. Teaching and Learning at Lower Secondary Level in Uganda | Investigating Assessment for and of Teaching and Learning | Immaculate Asobasi Omal | Taschenbuch | Englisch | 2020 | LAP LAMBERT Academic Publishing | EAN 9786203040807 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher…Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The study investigated assessment for and of teaching and learning at Lower Secondary level in Uganda with specific reference to Wakiso District. The study was guided by three specific objectives which were to; examine how formativ…e assessment influences teaching, assess how formative assessment influences learning and, examine how summative assessment influences learning of students at lower secondary. The findings revealed that teachers put in less effort in formative assessment when carrying out their daily teaching tasks. This is because teachers have a perception that formative assessment does very little in significantly contributing to students' performance in summative assessments administered by UNEB. On the other hand, learners take formative assessment seriously because they want to gauge whether they have actually understood content taught by the teacher in class, and the learner may know this through exercises or assignments, tests and examinations given to them before, during and after learning. Summative assessment reflects largely in Mock and UNEB examinations, which is why learners put a lot of emphasis on it. 80 pp. Englisch.
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The study investigated assessment for and of teaching and learning at Lower Secondary level in Uganda with specific reference to Wakiso District. The study was guided by three specific objectives which were to; examine how formative ass…essment influences teaching, assess how formative assessment influences learning and, examine how summative assessment influences learning of students at lower secondary. The findings revealed that teachers put in less effort in formative assessment when carrying out their daily teaching tasks. This is because teachers have a perception that formative assessment does very little in significantly contributing to students' performance in summative assessments administered by UNEB. On the other hand, learners take formative assessment seriously because they want to gauge whether they have actually understood content taught by the teacher in class, and the learner may know this through exercises or assignments, tests and examinations given to them before, during and after learning. Summative assessment reflects largely in Mock and UNEB examinations, which is why learners put a lot of emphasis on it.
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Da: moluna, Greven, Germaniamoluna
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Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Asobasi Omal ImmaculateImmaculate. A. Omal, MED CDD: Studied Curriculum Design and Development at the Open University of Tanzania. Examinations Assistant at Uganda National Examinations Board, Kampala.…The study investigated asses.
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germaniabuchversandmimpf2000
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Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The study investigated assessment for and of teaching and learning at Lower Secondary level in Uganda with specific reference to Wakiso District. The study was guided by three specific objectives which were to; examine how formative as…sessment influences teaching, assess how formative assessment influences learning and, examine how summative assessment influences learning of students at lower secondary. The findings revealed that teachers put in less effort in formative assessment when carrying out their daily teaching tasks. This is because teachers have a perception that formative assessment does very little in significantly contributing to students' performance in summative assessments administered by UNEB. On the other hand, learners take formative assessment seriously because they want to gauge whether they have actually understood content taught by the teacher in class, and the learner may know this through exercises or assignments, tests and examinations given to them before, during and after learning. Summative assessment reflects largely in Mock and UNEB examinations, which is why learners put a lot of emphasis on it.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 80 pp. Englisch.
