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Murphy

Learners, Learning & Assessment

Medium: Buch
ISBN: 978-1-85396-424-4
Verlag: Sage Publications
Erscheinungstermin: 01.03.1999
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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.

Produkteigenschaften

  • Artikelnummer: 9781853964244
  • Medium: Buch
  • ISBN: 978-1-85396-424-4
  • Verlag: Sage Publications
  • Erscheinungstermin: 01.03.1999
  • Sprache(n): Englisch
  • Auflage: 1. Auflage 1999
  • Serie: Learning, Curriculum and Assessment series
  • Produktform: Kartoniert, Paperback
  • Gewicht: 559 g
  • Seiten: 368
  • Format (B x H x T): 156 x 234 x 20 mm
  • Ausgabetyp: Kein, Unbekannt

Themen

Autoren/Hrsg.

Herausgeber

Introduction - Patricia MurphyPART ONE: THINKING ABOUT LEARNINGOn Becoming Labelled - The Story of Adam - R P McDermottPART TWO: VIEWS OF THE MIND IMPLICATIONS FOR LEARNING AND ASSESSMENTReconstructing Educational Psychology - Eric BredoIs Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A HoweMaking up the Mind - Oliver SacksCognitive Development through Social Interaction - Barbara Rogoff Vygotsky and PiagetLegitimate Peripheral Participation - Jean Lave and Etienne WengerAssessment in Context - Howard GardnerAssessment, Learning Theories and Testing Systems - Paul BlackWhere Is the Mind? - Paul CobbPART THREE: LEARNING AND ASSESSMENT CURRICULUM IMPLICATIONSProblem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et al The Case of MathematicsAssessment Issues in a Performance-Based Subject - Doune Macdonald and Ross Brooker A Case Study of Physical EducationOutcomes, Competencies and Trainee-Centred Learning - Alison Wolf The Gap between Rhetoric and RealitySituated Learning and Transfer - Hans Gruber et al Implications for TeachingWhen Is Experiential Learning Not Experiential Learning? - Mike WallacePART FOUR: LEARNING AND ASSESSMENT PROCESSESDesign of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du BoulaySupporting Collaborative Learning - Patricia Murphy A Gender DimensionThe Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves BenettCultural Bridging and Children¿s Learning - Kathy Stredder with Karen Emmott and Chris CarpenterAnyone for Tennis? Social Class Differences in Children¿s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead DunneSecuring Conceptual Development in Workplaces - Stephen Billett and Judy Rose