In this article the literature of classroom different assessment is reviewed. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.

Об авторе

Н. В. Абдрахманова
Атырауский университет им.Х.Досмухамедова

Список литературы

1. Angelo T. A., Cross K. P. 2nd ed. Jossey-Bass; San Francisco: 2003. Classroom Assessment Techniques: A Handbook for Teachers.

2. Assessment Reform Group 2002, Assessment for Learning: 10 principles research based principles to guide classroom practice, UK

3. Healey, M Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: 2011

4. Topping , Classroom Assessment 1998, 250

5. Hanrahan and Isaacs Peer assessement, 2001

6. Zimmerman & Schunk, Self -assessement, 2001

Для цитирования:

Абдрахманова Н.В. . Вестник Атырауского университета имени Халела Досмухамедова. 2018;48(1):47-51.

For citation:

. LEARNING ASSESSMENT TYPES. Bulletin of the Khalel Dosmukhamedov Atyrau University. 2018;48(1):47-51. (In Russ.)

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ISSN 2077-0197 (Print)