Learning Support. 4. Assessment and Review.

Autor/inn/en	Faraday, Sally; Harris, Richard
Institution	Further Education Unit, London (England).; Training Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England).
Titel	Learning Support. 4. Assessment and Review.
Quelle	(1989), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Continuing Education; Educational Diagnosis; Educational Improvement; Educational Testing; Foreign Countries; Formative Evaluation; Individual Needs; Inservice Teacher Education; Mainstreaming; Postsecondary Education; Recognition (Achievement); Reliability; Self Evaluation (Individuals); Special Needs Students; Staff Development; Standards; Student Evaluation; Student Records; Summative Evaluation; Training; Validity; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Weiterbildung; Pedagogical diagnostics; Pädagogische Diagnostik; Teaching improvement; Unterrichtsentwicklung; Ausland; Lehrerfortbildung; Post-secondary education; Tertiäre Bildung; Soziale Anerkennung; Reliabilität; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Standard; Schulnote; Studentische Bewertung; Schülerakte; Ausbildung; Gültigkeit
Abstract	Assessment and review are the subjects of this document, one of 9 modules in an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) use assessment procedures that specify students' special needs and how provision for them will be made; (2) identify and use appropriate sources to make an initial assessment of learning needs; (3) select and use appropriate assessment techniques; (5) develop a self-assessment procedure; (6) consider the appropriateness of achievement to meet special needs; (7) review the awards made by examining and validating organizations in relation to special needs and suggest appropriate modifications; and (8) make final statements of learner achievement. The document covers preadmission assessment, practical features of assessment, formative assessment, summative assessment, continuous assessment and review, validity and reliability, self-assessment, and records of achievement. Seventeen exercises are included. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC