사범대학생의 실수인식과 성취목표지향성이 교실평가에 대한 태도에 미치는 영향
활용도 Analysis
논문 Analysis
연구자 Analysis
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사범대학생의 실수인식과 성취목표지향성이 교실평가에 대한 태도에 미치는 영향' 의 참고문헌
“I Don’t Like Writing. It Makes My Fingers Hurt”: Students talk about their classroom assessments
What is assessment for learning?
Towards a growth mindset in assessment. ACER Occasional Essays(October)
Teachers’ formative assessment abilities and their relationship to student learning : findings from a four-year intervention study
Teachers’ conceptions of assessment: implications for policy and professional development
Teachers’ beliefs and educational research : Cleaning up a messy construct
Students’ perceptions of the role of assessments at higher education
Students’ perceptions about evaluation and assessment in higher education : A review
Students’ conceptions of assessment: Links to outcomes
Students’ conceptions of assessment and mathematics : Self-regulation raises achievement
Student perceptions of classroom feedback
Student conceptions of feedback : Impact on self-regulation, self-efficacy, and academic achievement
Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning
Nested contexts that shape assessment for learning : School-based professional learning community and classroom culture
International trends in the implementation of assessment for learning : Implications for policy and practice
Illustrating assessment : How Hong Kong university students conceive of the purposes of assessment
General Statement on Evaluation
Formative assessment: seven stepping stones to success
Formative assessment : a critical review
Formative assessment : A meta-analysis and a call for research
Factors that affect science and mathematics teachers’ initial implementation of technology-enhanced formative assessment using a classroom response system
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
Error orientation questionnaire(EOQ) : Reliability, validity, and different language equivalence
Developing the theory of formative assessment
Classroom Assessment : Minute by Minute, Day by Day
Changing approaches to classroom assessment : An empirical study across teacher career stages
Associations among polychronicity, goal orientation, and error orientation
Assessment for and of Learning. In Classroom Assessment for Student Learning
Assessment and classroom learning
A test of the influence of goal orientation on the feedback-seeking process
A systematic review of prerequisites for implementing assessment for learning in classroom practice
A 2 × 2 achievement goal framework
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사범대학생의 실수인식과 성취목표지향성이 교실평가에 대한 태도에 미치는 영향'
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