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Diagnostic Assessment of Student Learning Pre-Algebra Patterns. An approach using Evidence Centered Design

Автор:   Feifei Y.
мягкая обложка
292 страниц
2009 год
Издательство:   Книга по Требованию
3212 руб
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Описание:Diagnostic assessment of student learning of patterns is helpful to the understanding of student abilities with solving pattern problems, and to teacher instruction and student learning. As a route into algebra, patterns are emphasized in the middle school curriculum as an approach to algebra and provide transition for students from arithmetic thinking into algebraic thinking. In the framework of Evidence Centered Design, this study developed three sets of assessment tasks to diagnose student learning of numeric patterns in a 9-week instruction period of patterns and functions in 8th grade math classes in an urban school district. Further, it depicted classroom assessment related beliefs and behaviors including self-efficacy, task value, achievement goal orientations, effort, and learning strategies across the three assessment events. Understanding the role of classroom assessment in student motivation and achievement is important to teachers and students. In a social-cognitive context, diagnostic assessment in the classroom context is an assessment event related to student motivation, task values, self-efficacy, and efforts.

Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка

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Neuro–Linguistic Programming: Volume I. The Study of the Structure of Subjective Experience

As a project, the teacher had the "slow" black student learn to read braille (KВ§). Not so surprisingly the student's ability to pick up algebra using the braille and raised surface material was many times more rapid than when he attempted to do it visually. The braille paced his natural abilities and strategies with his tactile system (we have often suggested the use of braille and raised surfaces for sighted but kinesthetically oriented persons when we have consulted for special education groups). Generally, kinesthetically oriented students have a difficult time in the classroom. Feelings, especially those from external sources, don't lend themselves well to what we call "academic" subject areas. One of the classic stereotypes in education is that of the athlete who has a difficult time in the visual and auditory world of lectures, blackboards and books; and likewise the thin, tense "A" student who has difficulty in the kinesthetic world of athletics. Written tests and the classroom environment are visually and auditorily oriented ...»

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