Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning

1. Auflage 2017
ISBN: 978-1-138-12150-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 180 Seiten, Format (B × H): 129 mm x 198 mm, Gewicht: 490 g

Reihe: Student Assessment for Educators

Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students’ Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students’ engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.

Autoren/Hrsg.

McMillan, James H.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen

Inhaltsverzeichnis

Chapter 1: Better Being Wrong?

Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind It

Chapter 3: Students’ Perspectives About Being Wrong

Chapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment Climate

Chapter 5: Assessment Practices That Promote Being Wrong (Sometimes)

Chapter 6: Effective Feedback When Students Are Wrong

Über Autor(innen)

James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.