Titlebook: Assessment for Learning: Meeting the Challenge of Implementation; Dany Laveault,Linda Allal Book 2016 The Editor(s) (if applicable) and Th

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https://doi.org/10.1057/9780230378513hy professional development is important. It then moves on to define what skills are needed to use assessment information to support learning and what practices are suitable indicators of such a competence. A co-regulation model is used to characterize different variations of professional developmen

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https://doi.org/10.1057/9780230378513practices of collaborative assessment for learning in their classrooms. The main features of collaborative research are presented, in particular the process of co-construction between researchers and practitioners of a significant project for both the scientific and the professional communities. Int

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https://doi.org/10.1007/978-3-319-40496-7ll be teaching their students over a period of time, including all the related activities. This means understanding how various blocks of knowledge fit together, especially at the higher levels, which students will use to build conceptual frameworks focused on principled understandings—the big ideas

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Sarbajit Chaudhuri,Ujjaini Mukhopadhyaysessment culture, as constructed in classrooms and schools, and on the processes of co-regulation of student learning in relation to assessment for learning (AfL). Co-regulation is defined as the joint influence of student self-regulation and of regulation from other sources (in particular, teachers

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