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|Title:||Assessment literacy and assessment capability - What is the difference?||Contributor(s):||Charteris, Jennifer (author)||Publication Date:||2016||Open Access:||Yes||Handle Link:||https://hdl.handle.net/1959.11/19610||Open Access Link:||http://goodteacher.co.nz/downloads/gt1604.pdf||Abstract:||Imagine you are in a job where your opinions are not valued. Hardly anyone listens to what you have to say and you have to follow a slavish routine with no control over what happens. In this climate it is very difficult to demonstrate initiative. Possibly even your motivation to achieve would dissipate away. As educators, we know that the same can be said of children when they are not actively invested in classroom learning. Whether we call it 'get-up-and-go', 'daring-do', having the 'wherewithall', or just plain old initiative, learner-driven learning is a key aspect of the Aotearoa 21st century curriculum. Gone are the days when it is enough for schools to produce students who are docile and compliant rule followers. "Filling mugs with jugs" or transmissive teaching through drilling (where the knowledgeable teacher downloads information into the learner) may inflate test scores, however this form of teaching misses the most vital aspect of Educational for the 21st century: children's active engagement in their own learning.||Publication Type:||Journal Article||Source of Publication:||Good Teacher Magazine, 2016(Term 4), p. 5-6||Publisher:||Ed-media Publications||Place of Publication:||New Zealand||ISSN:||1175-5911
|Fields of Research (FoR) 2008:||130202 Curriculum and Pedagogy Theory and Development||Fields of Research (FoR) 2020:||390102 Curriculum and pedagogy theory and development||Socio-Economic Objective (SEO) 2008:||930201 Pedagogy||Socio-Economic Objective (SEO) 2020:||160302 Pedagogy||HERDC Category Description:||C3 Non-Refereed Article in a Professional Journal|
|Appears in Collections:||Journal Article|
School of Education
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