Literaturnachweis - Detailanzeige
| Autor/inn/en | Gallacher, Tom; Johnson, Martin |
|---|---|
| Titel | "Learning Progressions": A Historical and Theoretical Discussion |
| Quelle | In: Research Matters, (2019) 28, S.10-16 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1755-6031 |
| Schlagwörter | Learning Processes; Teaching Methods; Educational Assessment; Curriculum Design; Learning Theories |
| Abstract | 'Learning Progressions' are a relatively recent approach that describe the progression that can be expected of learners through their education. A Learning Progressions framework can also be used to support teaching and learning, assessment, and curriculum design. To benefit teaching and learning, a Learning Progressions approach aims to provide detailed instruction on the optimal order for presenting material within a subject. To support assessment, a Learning Progressions approach aims to provide a framework for comparing different learners in order for the results of such comparisons to be useful for learners. To support curriculum design, a Learning Progressions approach aims to provide a method of refining the material presented to learners. This article outlines the specific theory of learning that underpins the Learning Progressions approach, and then explores a series of simplifications that are inherent to it, to evaluate the suitability of the Learning Progressions approach for supporting the design aims outlined above. (As Provided). |
| Anmerkungen | University of Cambridge Local Examinations Syndicate (Cambridge Assessment). The Triangle Building, Shaftesbury Road, Cambridge, United Kingdom CB2 8EA. Tel: +44-1223-553311; e-mail: info@cambridgeassessment.org.uk; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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