HIGHLIGHTS
SUMMARY
Traditionally, in the practice of higher education, the student`s learning result was evaluated, and not the process of his activity * itself. Professor D. William of the University of London, to optimize the final and formative control, developed the concept of "assessment for learning", which contributes to receiving constant feedback from the teacher to the students. The scientist believes that "... an assessment for learning is any assessment for which the first priority is to serve the purpose of facilitating student learning, and not for the purposes of reporting, ranking or recording learning outcomes. Evaluation . . .
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