D. Royce Sadler
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.003.0009
- Subject:
- Education, Educational Policy and Politics
Royce Sadler takes a fresh look at an enduring assessment issue – why is it that students often fail to undertake an assessment task in the way that it has been specified? Sadler suggests that ...
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Royce Sadler takes a fresh look at an enduring assessment issue – why is it that students often fail to undertake an assessment task in the way that it has been specified? Sadler suggests that students need to be supported to develop ‘goal knowledge’ of what a final assessment should look like in order to be able to engage with the specified task. Sadler adds to the notion of goal knowledge that of response genre, that needs to be chosen to enable students and assessors to understand the type of assessment required within a certain context. In developing these ideas, Sadler draws particularly on the work of Boulding to explore the relationship between the knowledge a person brings to a situation (such as an assessment task) and the ways in which that knowledge changes through multiple and layered processes of interaction while carrying out that task.Less
Royce Sadler takes a fresh look at an enduring assessment issue – why is it that students often fail to undertake an assessment task in the way that it has been specified? Sadler suggests that students need to be supported to develop ‘goal knowledge’ of what a final assessment should look like in order to be able to engage with the specified task. Sadler adds to the notion of goal knowledge that of response genre, that needs to be chosen to enable students and assessors to understand the type of assessment required within a certain context. In developing these ideas, Sadler draws particularly on the work of Boulding to explore the relationship between the knowledge a person brings to a situation (such as an assessment task) and the ways in which that knowledge changes through multiple and layered processes of interaction while carrying out that task.
Rita Berry
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622099579
- eISBN:
- 9789882206649
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099579.003.0007
- Subject:
- Education, Educational Policy and Politics
Chapter 6 addresses the diverse needs of students in a classroom and provides information about the kinds of diversity currently found in common classrooms. To identify the types of diversity in a ...
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Chapter 6 addresses the diverse needs of students in a classroom and provides information about the kinds of diversity currently found in common classrooms. To identify the types of diversity in a class, a number of ideas are put forward. In an attempt to cater for classroom diversity and accommodate students with disabilities, some suggestions are made with regard to the employment of assessment strategies and the differentiation of assessment tasks.Less
Chapter 6 addresses the diverse needs of students in a classroom and provides information about the kinds of diversity currently found in common classrooms. To identify the types of diversity in a class, a number of ideas are put forward. In an attempt to cater for classroom diversity and accommodate students with disabilities, some suggestions are made with regard to the employment of assessment strategies and the differentiation of assessment tasks.
Shalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, and Vincent Melfi
- Published in print:
- 2014
- Published Online:
- March 2015
- ISBN:
- 9780199896646
- eISBN:
- 9780190256142
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199896646.003.0014
- Subject:
- Psychology, Developmental Psychology
This chapter examines how children use, and learn from, multiple media, otherwise known as cross-platform learning. To this end, it presents the results of a two-part study of cross-platform learning ...
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This chapter examines how children use, and learn from, multiple media, otherwise known as cross-platform learning. To this end, it presents the results of a two-part study of cross-platform learning that investigated children's use of related, multiple media platforms and assessed learning from combined use of these platforms. The study yields important insights about how learning from multiple media platforms compares to learning from a single medium, as well as how cross-platform educational media projects can be designed to build on the strengths of each medium so that the media components best complement and support each other. Two types of transfer of learning that can operate in cross-platform learning are highlighted: applying content acquired from educational media to improve performance in posttest assessment tasks and applying content acquired from one form of educational media to produce richer engagement with a second educational media platform.Less
This chapter examines how children use, and learn from, multiple media, otherwise known as cross-platform learning. To this end, it presents the results of a two-part study of cross-platform learning that investigated children's use of related, multiple media platforms and assessed learning from combined use of these platforms. The study yields important insights about how learning from multiple media platforms compares to learning from a single medium, as well as how cross-platform educational media projects can be designed to build on the strengths of each medium so that the media components best complement and support each other. Two types of transfer of learning that can operate in cross-platform learning are highlighted: applying content acquired from educational media to improve performance in posttest assessment tasks and applying content acquired from one form of educational media to produce richer engagement with a second educational media platform.
