Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment

Kurzanzeige
dc.contributor.authorSchut, Suzanne
dc.contributor.authorHeeneman, Sylvia
dc.contributor.authorBierer, Beth
dc.contributor.authorDriessen, Erik
dc.contributor.authorvan Tartwijk, Jan
dc.contributor.authorvan der Vleuten, Cees
dc.date.accessioned2020-02-06T09:10:37Z
dc.date.available2020-02-06T09:10:37Z
dc.date.issued2020-06
dc.description.abstractProgrammatic assessment attempts to facilitate learning through individual assessments designed to be low-stakes and used only for high-stakes decisions when aggregated. In practice, low-stakes assessments have yet to reach their potential as catalysts for learning. Due to the powerful role teachers play in utilising assessment to support learning, we explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships.eng
dc.description.versionpublishedeng
dc.identifier.doi10.1111/medu.14075eng
dc.identifier.pmid31998987eng
dc.identifier.ppn1701061503
dc.identifier.urihttps://kops.uni-konstanz.de/handle/123456789/48539
dc.language.isoengeng
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subject.ddc370eng
dc.titleBetween Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessmenteng
dc.typeJOURNAL_ARTICLEeng
dspace.entity.typePublication
kops.citation.bibtex
@article{Schut2020-06Betwe-48539,
  year={2020},
  doi={10.1111/medu.14075},
  title={Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment},
  number={6},
  volume={54},
  issn={0308-0110},
  journal={Medical Education},
  pages={528--537},
  author={Schut, Suzanne and Heeneman, Sylvia and Bierer, Beth and Driessen, Erik and van Tartwijk, Jan and van der Vleuten, Cees}
}
kops.citation.iso690SCHUT, Suzanne, Sylvia HEENEMAN, Beth BIERER, Erik DRIESSEN, Jan VAN TARTWIJK, Cees VAN DER VLEUTEN, 2020. Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment. In: Medical Education. Wiley. 2020, 54(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075deu
kops.citation.iso690SCHUT, Suzanne, Sylvia HEENEMAN, Beth BIERER, Erik DRIESSEN, Jan VAN TARTWIJK, Cees VAN DER VLEUTEN, 2020. Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment. In: Medical Education. Wiley. 2020, 54(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075eng
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kops.sourcefieldMedical Education. Wiley. 2020, <b>54</b>(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075deu
kops.sourcefield.plainMedical Education. Wiley. 2020, 54(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075deu
kops.sourcefield.plainMedical Education. Wiley. 2020, 54(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075eng
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source.periodicalTitleMedical Educationeng
source.publisherWileyeng

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