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dc.contributor.authorBalcombe, A.
dc.contributor.authorBrennan, M.
dc.contributor.authorEveriss, L.
dc.date.accessioned2013-06-20T02:19:28Z
dc.date.available2013-06-20T02:19:28Z
dc.date.issued2012
dc.identifier.citationBalcombe, A., Brennan, M. & Everiss, L. (2012). Formative Learning: A Description of an Assessment Framework in Initial Teacher Education. In M. Hodis & S. Kaiser (Eds.), Proceedings of the Symposium on Assessment and Learner Outcomes, Victoria University, (pp. 25-40). Wellington, New Zealand: Victoria University of Wellington.en
dc.identifier.urihttp://hdl.handle.net/11072/1548
dc.descriptionFull academic paper published in proceedings of a national conference.en
dc.description.abstractThis paper describes the development and delivery of a formative assessment framework embedded within a blended delivery initial teacher education qualification. The assessment framework was developed as part of the new Bachelor of Teaching (Early Childhood Education) degree at the Open Polytechnic. The developers took a coherent approach with alignment of the assessment philosophy and methodology, the programme‘s principles, theoretical frameworks, and pedagogy.en
dc.language.isoenen
dc.subjectFormative learningen
dc.subjectTeacher educationen
dc.titleFormative Learning: A Description of an Assessment Framework in Initial Teacher Education.en
dc.typePresentationen


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