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Formative assessment : assessment for learning

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dc.contributor.author Mastracci, Angela
dc.date.accessioned 2019-11-26T19:38:37Z
dc.date.available 2019-11-26T19:38:37Z
dc.date.issued 2017
dc.identifier.issn 0835-8974 fr
dc.identifier.uri https://eduq.info/xmlui/handle/11515/37803
dc.description Comprend des références bibliographiques fr
dc.description.abstract Although formative assessment is a familiar concept to all teachers, it is implemented in different ways according to how it is conceptualized and characterized. For example, some teachers consider it a pre-test or a replication of the summative evaluation that consequently weighs down their workload with additional correction time outside of the classroom. Other teachers believe that students will not partake in formative assessment if “it doesn’t count”. As for developing stimulating and effective formative assessment activities, many teachers feel helpless when faced with the required preparatory demands. fr
dc.format.extent 1 fichier PDF fr
dc.format.medium Ressource électronique fr
dc.language.iso eng fr
dc.publisher Association québécoise de pédagogie collégiale (AQPC) fr
dc.relation.ispartof Pédagogie collégiale vol. 30, n°4, summer 2017 fr
dc.subject Évaluation formative fr
dc.subject Évaluation de l'apprentissage fr
dc.subject Rétroaction fr
dc.subject Enseignement collégial fr
dc.subject Aide à l'apprentissage fr
dc.title Formative assessment : assessment for learning fr
dc.type Article de périodique fr


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