Results 121 to 130 of about 867,912 (309)
British Educational Research Journal, EarlyView.Abstract In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision‐making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them ...
Laura Lundy +3 more
wiley +1 more source
“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students
Education SciencesArtificial intelligence (AI) technologies have the potential to enhance learning, teaching, and assessment by providing AI-generated feedback to students.
Tony Burner +2 more
doaj +1 more source
Learning from their mistakes - an online approach to evaluate teacher education students\u27 numeracy capability [PDF]
, 2019 Teachers’ numeracy capability is essential for student learning in the classroom and important across all subject areas, not only within mathematics.
Colbourn, Adelle +3 more
core +1 more source
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley +1 more source
Assessment for learning and for self-regulation [PDF]
, 2015 Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi) - a research tool for measuring teachers’ understanding and ...
Lysaght, Zita
core +1 more source
Listening to Hong Kong children's perspectives through pretend play
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives.
Suzannie K. Y. Leung
wiley +1 more source
Satisfaction and Frustration of Basic Psychological Needs in Classroom Assessment
Trends in Higher EducationExaminations are central to higher education, yet students consistently describe them as detrimental to well-being. Drawing on self-determination theory (SDT), we conducted three studies to examine whether multiple-choice examinations could be redesigned
Lia M. Daniels +4 more
doaj +1 more source
The enhancement of technology education classroom practice in New Zealand [PDF]
, 2001 This paper reports on a number of New Zealand technology education research studies undertaken over seven years by researchers in the Centre for Science and Technology Education Research centred upon examining and enhancing classroom practice.
Jones, Alister, Moreland, Judy
core +1 more source
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
British Educational Research Journal, EarlyView.Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes +2 more
wiley +1 more source
Defining Authentic Classroom Assessment
, 2012 A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment.
Frey, Bruce B. +2 more
openaire +2 more sources