- Title
- Assessing student–generated representations to explore theory–practice connections
- Creator
- Sellings, Peter
- Date
- 2018
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/166086
- Identifier
- vital:13396
- Identifier
-
https://doi.org/10.4324/9781351129367
- Identifier
- ISBN:9781351129350 (ISBN); 9780815355717 (ISBN)
- Abstract
- Assessment is an integral part of the learning cycle and is necessary to determine where students are currently at, how to move them to the next level of understanding and to make judgements about whether or not learning has occurred. Assessment becomes formative assessment when the teacher uses it to modify the teaching or learning that occurs next.
- Publisher
- Taylor and Francis
- Relation
- Evidence-Based Learning and Teaching : A Look into Australian Classrooms Chapter 10 p. 113-122
- Rights
- Copyright © 2018 selection and editorial matter, Melissa Barnes, Maria Gindidis, and Sivanes Phillipson; individual chapters, the contributors.
- Rights
- This metadata is freely available under a CCO license
- Subject
- Assessment; Learning cycle; Australia; Science
- Reviewed
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