Buch, Englisch, 368 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 559 g
Buch, Englisch, 368 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 559 g
Reihe: Learning, Curriculum and Assessment series
ISBN: 978-1-85396-424-4
Verlag: Sage Publications
This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.
Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.
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Weitere Infos & Material
Introduction - Patricia Murphy
PART ONE: THINKING ABOUT LEARNING
On Becoming Labelled - The Story of Adam - R P McDermott
PART TWO: VIEWS OF THE MIND
IMPLICATIONS FOR LEARNING AND ASSESSMENT
Reconstructing Educational Psychology - Eric Bredo
Is Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A Howe
Making up the Mind - Oliver Sacks
Cognitive Development through Social Interaction - Barbara Rogoff
Vygotsky and Piaget
Legitimate Peripheral Participation - Jean Lave and Etienne Wenger
Assessment in Context - Howard Gardner
Assessment, Learning Theories and Testing Systems - Paul Black
Where Is the Mind? - Paul Cobb
PART THREE: LEARNING AND ASSESSMENT
CURRICULUM IMPLICATIONS
Problem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et al
The Case of Mathematics
Assessment Issues in a Performance-Based Subject - Doune Macdonald and Ross Brooker
A Case Study of Physical Education
Outcomes, Competencies and Trainee-Centred Learning - Alison Wolf
The Gap between Rhetoric and Reality
Situated Learning and Transfer - Hans Gruber et al
Implications for Teaching
When Is Experiential Learning Not Experiential Learning? - Mike Wallace
PART FOUR: LEARNING AND ASSESSMENT PROCESSES
Design of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du Boulay
Supporting Collaborative Learning - Patricia Murphy
A Gender Dimension
The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves Benett
Cultural Bridging and Children's Learning - Kathy Stredder with Karen Emmott and Chris Carpenter
Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead Dunne
Securing Conceptual Development in Workplaces - Stephen Billett and Judy Rose
