Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

Richardson, Tony and Dann, Beverly and Dann, Christopher and Shirley, O'Neill, eds. (2018) Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. Advances in Higher Education and Professional Development. IGI Publishing (IGI Global), Hershey, United States. ISBN 9781522526308


Abstract

The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.


Statistics for USQ ePrint 32455
Statistics for this ePrint Item
Item Type: Book (Commonwealth Reporting Category A)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 01 Sep 2020 00:12
Last Modified: 27 Oct 2020 04:55
Uncontrolled Keywords: teacher education programs; formative feedback
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
Identification Number or DOI: https://doi.org/10.4018/978-1-5225-2630-8
URI: http://eprints.usq.edu.au/id/eprint/32455

Actions (login required)

View Item Archive Repository Staff Only