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  • 标题:Assessment — enabling participation in academic discourse and the implications
  • 本地全文:下载
  • 作者:A Bayaga ; N Wadesango
  • 期刊名称:South African Journal of Education
  • 印刷版ISSN:2076-3433
  • 出版年度:2013
  • 卷号:33
  • 期号:3
  • 语种:English
  • 出版社:Education Association of South Africa
  • 摘要:The current study was an exploration of how to develop assessment resources and processes via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different assessment situations. The methodology, which was a predominately qualitative approach and adopted case study design, sought to use a set of criteria based on constructs from literature reviews to evaluate assessments. Thus these characteristics guided the study which included: a brief description of assessment and moderation; assessment materials/resources; assessment objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The case (one site) and 30 respondents were selected purposively. The study revealed that assessors need to use different methods of assessment depending on the socio-cultural setting of learners’ environment and resources, if applicable. We argue that teachers should note the socialisation within their domain as well as the culture of their domain and domain-specific ways of talking, acting, and seeing the world. Keywords : academic; assessment; consistency; continuous planned process moderation; evaluation; feedback; standards of assessment; surface learning and resources
  • 关键词:academic;assessment;consistency;continuous planned process moderation;evaluation;feedback;standards of assessment;surface learning and resources
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