Faculty of Education
Queen's University- Web Links
- Reports
- Peel In Practice CD
- Principles of Teaching for Quality Learning
- Reflective Practice
- B.Ed. Reports
-
Teachers Bare All
- Introduction
- Adam and Eve in the Garden of Action Research
- Being a critical friend
- The Journey Begins Within
- Teacher Bares All
- When Values Clash
- Mental Imagery
- Ode to Action Research
- Diary of a grey-haired grad student
- 2:40 p.m. Wake-Up Call
- The Genesis of Action Research
- What is teaching...
- Is This "Good" Research?
- At the clubs
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Action Research Reports - PROF 190G
- Welcome
- Creating Short-Term Learning Opportunites
- Broadening Horizons
- A More Cooperative Classroom
- Developing Self-esteem
- Read Me a Math Lesson
- Lesson Summaries
- Classroom Management in the Computer Lab
- "Is Anyone Listening?"
- Home Reading
- Interactive Learning
- Integrating the Arts into Mathematics
- Action Research by Jennifer Simpkins
- Action Research Papers
- Jennifer Taylor
- Matt Bauder
- Elizabeth Irwin
- Five Elementary Action Research Summaries
- Introductory Guide for Teacher Candidates
- Seven Stages in my First Action Research Project
- Reflections on Action Research
- M.Ed. Reports
- From Practicum to Practice
- David R. Turner
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Selected Writings
- Is a Course on Action Research a Living Contradiction?
- A Teachers' Solitude
- Why Screams?
- In Search of Excellence
- Screams
- Our Hike Through the Woods
- The Cooperation Council as an Action Research Project
- Teaching for Hope
- The Role of Voice in My First Years as a Teacher Learner
- The Little Yellow School Bus
- Creative Drama in the Second Language Classroom
- Some Thoughts
- A Story Told to me a While Back
- Three Experiential Reflections
- A Selection of Quotations Related to Action Research
- Amazing Discoveries
- The Bird's Eye View from Down Under
- Herstmonceux Conference
- Teacher Research
- Self-Study of Teacher Education Practices
-
SSTEP (3rd Conference)
- Conference Timetable
- Has Five Years of Self-Study Changed Teacher Education?
- Teacher Education Practices Supporting Social Justice
- Telling Stories About Collaboration
- Becoming an Action Researcher
- What do I mean by my authentic engagement
- Action Research and Standards of Practice
- What Do Teachers Feel During Their Teaching Day
- Professional Development in Science Teacher Educators
- The Political is Personal
- From Excitement to Despair and Back Again
- Using Cameos to Mediate Educational Emotional Awareness
- Teacher Self-Study
- How do I know that I have influenced your learning for good?
- How can I use drama for action rseearch with students with difficulties?
- Two Critical Incidents in School Science
- Coming to a Better Understanding of Educative Relations
- Conversations in Community
- Information Bulletins
-
SSTEP (1st Conference)
- The Context For Change in Teacher Education in Alberta
- Self-Study Unique to an Asian American
- Exploring MOO Environments for Self-Study
- Professional Teaching Portfolio
- Emergent Conceptions of Subject Integration
- The Politics of Epistemology
- The Other Side of Silence
- On Being Both a Researcher and a Dean
- Building a Teacher Education Community
- Can I Join the We
- Turning to the Artistic
- On Liberation Not Just Love
- Coming From Different Angles With Different Agendas
- What Might We Learn About Teaching By Collecting "Data"
- Facilitating and Supporting Action Research
12. Promote assessment as part of the learning process.
Students (and sometimes teachers) typically see assessments as purely summative: something that teachers do to students at the end of a topic. Building the perception that (most) assessment tasks are part of the learning process includes encouraging students learning from what they did and did not do well, as well as having students taking some ownership of and responsibility for aspects of assessment. It also includes teachers ensuring that they are assessing for a range of aspects of quality learning (e.g., if you want students linking different lessons then reward that in your assessment) and for a wider range of skills than is often the case.
EXAMPLE: JUMP TO Student Designed Tests: Everyone Writes a Test
EXAMPLE: JUMP TO Find the Formula (Grade 12 Physics)
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Faculty of Education, Duncan McArthur Hall
Kingston, Ontario, Canada. K7M 5R7. 613.533.2000