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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/755
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dc.contributor.authorHenson, Kate
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:37Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:37Z-
dc.date.issued2018-07
dc.identifier.citationHenson, K. (2018). Supporting the Development of Teacher Candidate Formative Assessment Practice. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1597
dc.identifier.urihttps://repository.isls.org//handle/1/755-
dc.description.abstractFormative assessment holds great promise as a strategy to support student learning (Black & Wiliam, 1998), however, it proves difficult for teachers to learn to do well (Box et al., 2015). This case study explores how a teacher candidate learned to enact formative assessment with the support of a community of practice.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleSupporting the Development of Teacher Candidate Formative Assessment Practiceen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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