Assessment of Online Learners
Foundations and Applications for Teacher Education
Herausgeber: Seitz, Paolina; Hill, S Laurie
Assessment of Online Learners
Foundations and Applications for Teacher Education
Herausgeber: Seitz, Paolina; Hill, S Laurie
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Assessment of Online Learners offers essential foundations, insights, and real-world examples for pre-service teachers preparing to assess students in today's digitized classrooms.
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Assessment of Online Learners offers essential foundations, insights, and real-world examples for pre-service teachers preparing to assess students in today's digitized classrooms.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 356
- Erscheinungstermin: 5. Dezember 2023
- Englisch
- Abmessung: 229mm x 152mm x 22mm
- Gewicht: 671g
- ISBN-13: 9781032376912
- ISBN-10: 1032376910
- Artikelnr.: 68711459
- Verlag: Taylor & Francis
- Seitenzahl: 356
- Erscheinungstermin: 5. Dezember 2023
- Englisch
- Abmessung: 229mm x 152mm x 22mm
- Gewicht: 671g
- ISBN-13: 9781032376912
- ISBN-10: 1032376910
- Artikelnr.: 68711459
Paolina Seitz is Associate Professor in the Faculty of Education at St. Mary's University, Canada. S. Laurie Hill is Associate Professor in the Faculty of Education at St. Mary's University, Canada.
Introduction Part I: Assessment Shifts in Teacher Education 1. Exploring
Assessment in a Digital Age: Preservice and In-Service Teachers'
Professional Learning Experiences 2. Supporting Student Teacher Assessment
Identity Development on Online Practica: A Narrative Inquiry 3. Assessment
as Partnership: The "Co" in Co-Constructing . . . "Not Quite" 4. Addressing
Challenges of Online Learning Through Quality Assessment Principles 5.
Assessing the Content Knowledge, Skills, and Competencies of Teacher
Candidates in an Online Learning Environment: A Case Study Part II:
Reconceptualizing Assessment Frameworks for Preservice Teachers 6.
Decolonizing Assessment Practices in Teacher Education 7. Meaningful
Feedback in the Online Learning Environment 8. Analyzing Presence in Online
Learning Environments Through Student Narratives: An Autoethnographic Study
9. The Unintended Influence of COVID-19: Optimizing Student Learning by
Advancing Assessment Practices Through Technology Part III: Teacher
Educators and Assessment in K-12 Contexts10. Pedagogically Hacking the
System: Developing a Competency-Based Digital Portfolio 11. Malfunction:
Regressive and Reductive Online Assessment Practices 12. Leveraging the
Relationship Between Assessment, Learning, and Educational Technology 13.
Isolation/Adaptation/Education: Moving Hands-On Secondary Visual Art
Classes to a Virtual Platform 14. Using the SAMR Model to Design Online
K-12 Assessments 15. Adapting Classroom Assessment Practices for Online
Learning: Lessons Learned From Secondary School Teachers in the Early Days
of COVID-19 16. Equity in Action: Virtual Learning Environment
Considerations 17. Ubuntu at a Distance: Online Assessment for Care,
Justice, and Community
Assessment in a Digital Age: Preservice and In-Service Teachers'
Professional Learning Experiences 2. Supporting Student Teacher Assessment
Identity Development on Online Practica: A Narrative Inquiry 3. Assessment
as Partnership: The "Co" in Co-Constructing . . . "Not Quite" 4. Addressing
Challenges of Online Learning Through Quality Assessment Principles 5.
Assessing the Content Knowledge, Skills, and Competencies of Teacher
Candidates in an Online Learning Environment: A Case Study Part II:
Reconceptualizing Assessment Frameworks for Preservice Teachers 6.
Decolonizing Assessment Practices in Teacher Education 7. Meaningful
Feedback in the Online Learning Environment 8. Analyzing Presence in Online
Learning Environments Through Student Narratives: An Autoethnographic Study
9. The Unintended Influence of COVID-19: Optimizing Student Learning by
Advancing Assessment Practices Through Technology Part III: Teacher
Educators and Assessment in K-12 Contexts10. Pedagogically Hacking the
System: Developing a Competency-Based Digital Portfolio 11. Malfunction:
Regressive and Reductive Online Assessment Practices 12. Leveraging the
Relationship Between Assessment, Learning, and Educational Technology 13.
Isolation/Adaptation/Education: Moving Hands-On Secondary Visual Art
Classes to a Virtual Platform 14. Using the SAMR Model to Design Online
K-12 Assessments 15. Adapting Classroom Assessment Practices for Online
Learning: Lessons Learned From Secondary School Teachers in the Early Days
of COVID-19 16. Equity in Action: Virtual Learning Environment
Considerations 17. Ubuntu at a Distance: Online Assessment for Care,
Justice, and Community
Introduction Part I: Assessment Shifts in Teacher Education 1. Exploring
Assessment in a Digital Age: Preservice and In-Service Teachers'
Professional Learning Experiences 2. Supporting Student Teacher Assessment
Identity Development on Online Practica: A Narrative Inquiry 3. Assessment
as Partnership: The "Co" in Co-Constructing . . . "Not Quite" 4. Addressing
Challenges of Online Learning Through Quality Assessment Principles 5.
Assessing the Content Knowledge, Skills, and Competencies of Teacher
Candidates in an Online Learning Environment: A Case Study Part II:
Reconceptualizing Assessment Frameworks for Preservice Teachers 6.
Decolonizing Assessment Practices in Teacher Education 7. Meaningful
Feedback in the Online Learning Environment 8. Analyzing Presence in Online
Learning Environments Through Student Narratives: An Autoethnographic Study
9. The Unintended Influence of COVID-19: Optimizing Student Learning by
Advancing Assessment Practices Through Technology Part III: Teacher
Educators and Assessment in K-12 Contexts10. Pedagogically Hacking the
System: Developing a Competency-Based Digital Portfolio 11. Malfunction:
Regressive and Reductive Online Assessment Practices 12. Leveraging the
Relationship Between Assessment, Learning, and Educational Technology 13.
Isolation/Adaptation/Education: Moving Hands-On Secondary Visual Art
Classes to a Virtual Platform 14. Using the SAMR Model to Design Online
K-12 Assessments 15. Adapting Classroom Assessment Practices for Online
Learning: Lessons Learned From Secondary School Teachers in the Early Days
of COVID-19 16. Equity in Action: Virtual Learning Environment
Considerations 17. Ubuntu at a Distance: Online Assessment for Care,
Justice, and Community
Assessment in a Digital Age: Preservice and In-Service Teachers'
Professional Learning Experiences 2. Supporting Student Teacher Assessment
Identity Development on Online Practica: A Narrative Inquiry 3. Assessment
as Partnership: The "Co" in Co-Constructing . . . "Not Quite" 4. Addressing
Challenges of Online Learning Through Quality Assessment Principles 5.
Assessing the Content Knowledge, Skills, and Competencies of Teacher
Candidates in an Online Learning Environment: A Case Study Part II:
Reconceptualizing Assessment Frameworks for Preservice Teachers 6.
Decolonizing Assessment Practices in Teacher Education 7. Meaningful
Feedback in the Online Learning Environment 8. Analyzing Presence in Online
Learning Environments Through Student Narratives: An Autoethnographic Study
9. The Unintended Influence of COVID-19: Optimizing Student Learning by
Advancing Assessment Practices Through Technology Part III: Teacher
Educators and Assessment in K-12 Contexts10. Pedagogically Hacking the
System: Developing a Competency-Based Digital Portfolio 11. Malfunction:
Regressive and Reductive Online Assessment Practices 12. Leveraging the
Relationship Between Assessment, Learning, and Educational Technology 13.
Isolation/Adaptation/Education: Moving Hands-On Secondary Visual Art
Classes to a Virtual Platform 14. Using the SAMR Model to Design Online
K-12 Assessments 15. Adapting Classroom Assessment Practices for Online
Learning: Lessons Learned From Secondary School Teachers in the Early Days
of COVID-19 16. Equity in Action: Virtual Learning Environment
Considerations 17. Ubuntu at a Distance: Online Assessment for Care,
Justice, and Community