Name
Abstract | ||
|---|---|---|
We explored teacher attitudes to assessment from a student perspective, seeking to understand why teachers assess learning as they do. Data was collected by conducting teacher interviews, during which they were prompted to offer opinions on new assessment approaches for their own courses, and reflect on their existing practices. Understanding teacher reasoning in relation to assessment helps us understand the factors behind why assessment practices seem resistant to change. |
Year | DOI | Venue |
|---|---|---|
2014 | 10.1145/2674683.2674703 | Koli Calling |
Keywords | Field | DocType |
students,written exams,teachers,assessment,computer science education,constructive alignment | Constructive alignment,Knowledge management,Psychology,Pedagogy | Conference |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Daniel S. McCain | 1 | 4 | 0.78 |
| Christos Sakalis | 2 | 20 | 3.47 |
| Arnold Pears | 3 | 300 | 34.58 |