This tackles the fallacies of marking and grading students' work and provides teachers with specific examples of how they might provide evaluative feedback to students that enables and promotes their subsequent growth on learning tasks.
This tackles the fallacies of marking and grading students' work and provides teachers with specific examples of how they might provide evaluative feedback to students that enables and promotes their subsequent growth on learning tasks.
Selma Wassermann is Professor Emerita in the Faculty of Education at Simon Fraser University. Author of more than 30 books, she is the recipient of the University Excellence in Teaching Award.
Inhaltsangabe
Introduction Preface Acknowledgements Chapter 1: What's Evaluation For? Force of Habit What's Evaluation For? Chapter 2: Marking and Grading: The Tail that Wags the Dog A House of Cards Chapter 3: A Case for Using Evaluative Feedback Evaluation as Feedback Obstacles to Using Evaluative Feedback In Lieu of Grades Chapter 4: Evaluative Feedback that Enables and Promotes Growth Identifying the Criteria: What are we looking for? What is Being Measured? Learning Goals and Evaluation Practices Chapter 5: Written Diagnostic Evaluative Feedback Across the Curriculum Examples from the Primary Grades Examples from the Intermediate Grades Examples from Secondary School Conclusion Chapter 6: It's All About How You Say It Reflecting in Action Examining a Classroom Discussion Hooked on Praise Chapter 7: Impediments to Good Diagnostic Judgment Taming the Impulse to Punish by Evaluative Judgment Two Cents Worth of Advice to Teachers Chapter 8: Reporting to Parents Some examples of teachers' written reports Parent-teacher-student conferences Chapter 9: Students as Self Evaluators Children Evaluating Themselves in the Primary Grades - The Child in the Process Written Self-Evaluation Reports in the Primary Grades Students Evaluating Themselves in a One-on-One Tutorial Students Evaluating Themselves in the Secondary School Teachers' Assessments on the Profiles Conclusion Chapter 10: Institutional Changes Toward Using Evaluative Feedback in Reporting to Parents Examples of Schools that "Dare to Be Different" Chapter 11: Evaluation as a Subversive Activity: What Can a Teacher Do? Chapter 12: Postscript: A Personal Odyssey A Professional Journey References Index About the Author
Introduction Preface Acknowledgements Chapter 1: What's Evaluation For? Force of Habit What's Evaluation For? Chapter 2: Marking and Grading: The Tail that Wags the Dog A House of Cards Chapter 3: A Case for Using Evaluative Feedback Evaluation as Feedback Obstacles to Using Evaluative Feedback In Lieu of Grades Chapter 4: Evaluative Feedback that Enables and Promotes Growth Identifying the Criteria: What are we looking for? What is Being Measured? Learning Goals and Evaluation Practices Chapter 5: Written Diagnostic Evaluative Feedback Across the Curriculum Examples from the Primary Grades Examples from the Intermediate Grades Examples from Secondary School Conclusion Chapter 6: It's All About How You Say It Reflecting in Action Examining a Classroom Discussion Hooked on Praise Chapter 7: Impediments to Good Diagnostic Judgment Taming the Impulse to Punish by Evaluative Judgment Two Cents Worth of Advice to Teachers Chapter 8: Reporting to Parents Some examples of teachers' written reports Parent-teacher-student conferences Chapter 9: Students as Self Evaluators Children Evaluating Themselves in the Primary Grades - The Child in the Process Written Self-Evaluation Reports in the Primary Grades Students Evaluating Themselves in a One-on-One Tutorial Students Evaluating Themselves in the Secondary School Teachers' Assessments on the Profiles Conclusion Chapter 10: Institutional Changes Toward Using Evaluative Feedback in Reporting to Parents Examples of Schools that "Dare to Be Different" Chapter 11: Evaluation as a Subversive Activity: What Can a Teacher Do? Chapter 12: Postscript: A Personal Odyssey A Professional Journey References Index About the Author
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