Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/10609/107986
Registro completo de metadatos
Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | Badia, Antoni | - |
dc.contributor.author | Chumpitaz Campos, Lucrecia Elizabeth | - |
dc.contributor.other | Universitat Oberta de Catalunya (UOC) | - |
dc.contributor.other | Pontificia Universidad Católica del Perú | - |
dc.date.accessioned | 2020-01-29T10:30:53Z | - |
dc.date.available | 2020-01-29T10:30:53Z | - |
dc.date.issued | 2018-05-11 | - |
dc.identifier.citation | Badia, A. & Chumpitaz Campos, L. (2018). Teachers learn about student learning assessment through a teacher education process. Studies in Educational Evaluation, 58(), 1-7. doi: 10.1016/j.stueduc.2018.05.004 | en |
dc.identifier.issn | 0191-491XMIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/107986 | - |
dc.description.abstract | This study aims to understand the extent to which university professors adopt new pedagogical voices in their learning assessment practices through a teacher education process. Participants (N = 32) were interviewed before and after the teacher education process, and data were analysed using qualitative and quantitative methods. The results of the study demonstrated, first, that teachers renamed their educational discourse about learning assessment significantly, increasing it in assessment for learning practices, particularly in the themes of timing and agents, and reducing it in all themes referred to the assessment of learning practices. And second, three clusters of faculty were identified, which differed in terms of the way they merge both learning assessment practices: professors with a slight prevalence of the assessment for learning conceptual voice, professors with a slight prevalence of the assessment for learning practical voice, and professors with a strong prevalence of the assessment for learning voice. | en |
dc.language.iso | eng | - |
dc.publisher | Studies in Educational Evaluation | - |
dc.relation.ispartof | Studies in Educational Evaluation, 2018, 58 | - |
dc.relation.uri | https://doi.org/10.1016/j.stueduc.2018.05.004 | - |
dc.rights | CC BY-NC-ND | - |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | - |
dc.subject | assessment for learning | en |
dc.subject | teacher learning | en |
dc.subject | teacher education process | en |
dc.subject | higher education | en |
dc.subject | avaluació de l'aprenentatge | ca |
dc.subject | evaluación del aprendizaje | es |
dc.subject | formació docent | ca |
dc.subject | formación docente | es |
dc.subject | procés de formació docent | ca |
dc.subject | proceso de formación docente | es |
dc.subject | ensenyament superior | ca |
dc.subject | enseñanza superior | es |
dc.subject.lcsh | Teachers -- Training of | en |
dc.title | Teachers learn about student learning assessment through a teacher education process | - |
dc.type | info:eu-repo/semantics/article | - |
dc.subject.lemac | Professors -- Formació | ca |
dc.subject.lcshes | Profesores -- Formación | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | 10.1016/j.stueduc.2018.05.004 | - |
dc.gir.id | AR/0000006281 | - |
dc.type.version | info:eu-repo/semantics/acceptedVersion | - |
Aparece en las colecciones: | Articles cientÍfics Articles |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
---|---|---|---|---|
2018_Badia_Chumpitaz_SEE_TeachersLearn(2).pdf | 356,06 kB | Adobe PDF | Visualizar/Abrir |
Comparte:
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons