CHI TIẾT NGHIÊN CỨU …
Tiêu đề
On Grades and Instructor Identity: How Formative Assessment Saved me from a Midlife Crisis
Tác giả
Karaali G.
Năm xuất bản
2018
Source title
PRIMUS
Số trích dẫn
2
DOI
10.1080/10511970.2018.1456495
Liên kết
Tóm tắt
In recent years, I have cultivated an almost pathological resistance to grading. Here I explore the reasons why and describe how I eventually recovered. In particular, I propose that although grading, or more explicitly, effective assessment of student learning, is a challenging component of a mathematics instructor’s job description, reflective use of formative assessment can substantially relieve the pressure, as it allows the instructor to focus on what matters most: student learning and growth. To this end, I describe my experiences with formative assessment in a diverse selection of courses (ranging from calculus to introduction to proofs to mathematics for liberal arts). I conclude that formative assessment can help an instructor move toward a more intentional pedagogical stance, and a more constructive professional identity. © 2018, Copyright © Taylor & Francis Group, LLC.
Từ khóa
Formative assessment; instructor identity; metacognition; student-centered instruction
Tài liệu tham khảo
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Nơi xuất bản
Taylor and Francis Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus