BibSonomyburst/user/yish/feasstpatternsBibSonomy RSS feed for /user/yish/feasstpatterns2012-02-16T20:55:53+01:00http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yishyish2011-02-04T12:21:08+01:00JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Wiliam">Dylan Wiliam</a>, and <a href="/author/Laurillard">Diana Laurillard</a> </span><em>Institute of Education, WLE, </em>(<em>2009</em>)Fri Feb 04 12:21:08 CET 2011Project ReportScoping a vision for formative e-assessment: a project report for JISC 2009JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmentTelearnhttp://www.bibsonomy.org/bibtex/2c811653552301aa31e9635a1811f4ee9/yishyish2008-12-03T10:57:36+01:00design designpatterns feasstpatterns learning patternlanguagenetwork patterns pedagogicalpatterns roundanddeep teaching wleformativeeassessment <span class="authorEditorList"><a href="/author/Eckstein">Jutta Eckstein</a>, <a href="/author/Manns">Mary Lynn Manns</a>, <a href="/author/Sharp">Helen Sharp</a>, and <a href="/author/Sipos">Marianna Sipos</a> </span> (<em>2003</em>)Wed Dec 03 10:57:36 CET 2008Eighth European Conference on Pattern Languages of Programs, GermanyTeaching from Different Perspectives2003design designpatterns feasstpatterns learning patternlanguagenetwork patterns pedagogicalpatterns roundanddeep teaching wleformativeeassessment This pattern language in progress proposes some successful techniques to assist with teaching and learning. For professional educators, these patterns may seem obvious, even trivial, because they have used them so often. But for those newer to teaching, they offer a way for experienced teachers to pass on their experiences. But experienced teachers could also benefit from these patterns. Educators face new challenges regularly, particularly in fast-moving subject areas, and the experience captured in these patterns may help identify solutions for these new challenges. http://www.bibsonomy.org/bibtex/2207ea774acca3d0164dc5d9295921513/yishyish2008-12-01T11:44:02+01:00WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment <span class="authorEditorList"><a href="/author/Black">Paul Black</a>, and <a href="/author/Wiliam">Dylan Wiliam</a> </span><em>Assessment, evaluation and accountability</em> (<em>2009</em>)Mon Dec 01 11:44:02 CET 2008Assessment, evaluation and accountability1Developing the theory of formative assessment12009WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/yishyish2008-12-01T11:33:01+01:00WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment <span class="authorEditorList"><a href="/author/Laurillard">D. Laurillard</a> </span><em>RoutledgeFalmer, </em>(<em>2002</em>)Mon Dec 01 11:33:01 CET 2008Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies2002WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment http://www.bibsonomy.org/bibtex/22322f37bfbd56cd52cd358f3c793b517/yishyish2008-09-16T18:27:42+02:00feasstpatterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Black">Paul Black</a>, <a href="/author/Harrison">Christine Harrison</a>, <a href="/author/Lee1">Clare Lee1</a>, <a href="/author/Marshall">Bethan Marshall</a>, and <a href="/author/Wiliam">Dylan Wiliam</a> </span><em>IMPROVING SCHOOLS</em> (<em>2003</em>)Tue Sep 16 18:27:42 CEST 2008IMPROVING SCHOOLS7-22The nature of value of formative assessment for learning62003feasstpatterns wleformativeeassessment The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. This is then complemented by a reflection on the productive and positive experience of these teachers, in the light of learning principles, of changes in the roles of teachers and pupils in the task of learning, and of effects on the self-esteem and motivation of pupils. Attention then shifts to the second focus, which is on the ways in which these teachers struggled with the interface between formative assessment and summative testing. The conclusion is that the potential of enhanced classroom assessment to raise standards may never be fully realised unless the regimes of assessment for the purposes of accountability and certification of pupils are reformed. http://www.bibsonomy.org/bibtex/2ccfb211b0de4557391765fb3f8ef732b/yishyish2008-05-30T02:21:30+02:00CiHB constructivism constructivist feasstpatterns ijceell jime08 mythesis narrative perspectives reading seminar social wleformativeeassessment <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em>(<em>July 1990</em>)Fri May 30 02:21:30 CEST 2008Cambridge, MAPaperbackJulyActs of Meaning : Four Lectures on Mind and Culture (Jerusalem-Harvard Lectures)1990CiHB constructivism constructivist feasstpatterns ijceell jime08 mythesis narrative perspectives reading seminar social wleformativeeassessment Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.http://www.bibsonomy.org/bibtex/2b9085c1e688e753c42fb3091f85c077a/yishyish2007-09-11T13:59:58+02:00closeness constructionism feasstpatterns learning-by-making mythesis objects objetstothinkwith polonsky wleformativeeassessment <span class="authorEditorList"><a href="/author/Papert">Seymour Papert</a>, and <a href="/author/Harel">Idit Harel</a> </span><em>Constructionism, </em><em>chapter 1, </em><em>Ablex Publishing Corporation, </em><em>Norwood, NJ, </em>(<em>1991</em>)Tue Sep 11 13:59:58 CEST 2007Norwood, NJConstructionism1Situating Constructionism 1991closeness constructionism feasstpatterns learning-by-making mythesis objects objetstothinkwith polonsky wleformativeeassessment http://www.bibsonomy.org/bibtex/2c0bc97d2436b4d0a3eb71ca10110b53c/yishyish2006-12-19T18:35:45+01:00constructivism constructivist feasstpatterns gmx narrative perspectives reading seminar social wleformativeeassessment <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Actual minds, possible worlds, </em><em>Harvard University Press, </em><em>Cambidge, </em>(<em>1986</em>)Tue Dec 19 18:35:45 CET 2006CambidgeActual minds, possible worldsCh. 2: Two Modes of Thought1986constructivism constructivist feasstpatterns gmx narrative perspectives reading seminar social wleformativeeassessment