000			01952nam a2200277Ia 4500
005			20191210141030.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aKandil, Bassem _gMaster Education
245	1	0	_aPedagogical guide for using technology in formative assessment
260			_aBeirut _bLebanese American University. School of Arts and Sciences. Education Department _c2008
300			_a72 pages
500			_aالنوع : Mémoire
520	3		_aContemporary educational theories are calling for assessment practices to be an integral part of learning. They are as well calling for a shift in our perceptions about assessment, attributing equal place to "assessment for learning" and "assessment of learning" (Earl, 2003). That is, assessment should not only measure learning but promote learning as well. A Computer-A assisted Assessment (CAA) package is used as a platform to demonstrate that a data- driven decision- making utility regarding formative, summative and diagnostic evaluation is an essential ingredient for enhancing instruction, promoting learning and motivating students. In addition, the project aims at the development of a teacher's pedagogical guide for using the above technology tool in formative assessment settings. As part of its development phases, interviews with selected teachers were conducted in an attempt to identify the imperceptions about formative assessment and their current practices, difficulties and needs.
650		4	_aEducation et la technologie
650		4	_aEvaluation Scolaire
650		4	_aGuide de l’enseignant
650		4	_aICT and Education
650		4	_aSchool Evaluation
650		4	_aTeacher Guide _9158
650		4	_aالتعليم والتكنولوجيا _9150
650		4	_aالتقييم المدرسي
650		4	_aدليل المعلم
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=65966
942			_cLAESDATA _2ddc
999			_c20097 _d20097