Activity plan: Concept mapping
Abstract/Contents
- Abstract
- Drawing from Shepard and Chi, Glaser, and Farr, I developed an intervention with teachers to understand how they make sense of formative assessment concepts. They would have to come up with an original model that conveys key assumptions and associations of formative assessment. An important aspect of this activity is that it assumes teachers as experts, which is particularly relevant coming from an external organization.
Description
| Type of resource | mixed material, still image, text |
|---|---|
| Date created | June 1, 2022 |
| Date modified | December 5, 2022 |
| Publication date | June 8, 2022 |
Creators/Contributors
| Author | Fiore Bonicio, Gabriela |
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Subjects
| Subject | Expertise |
|---|---|
| Subject | Cognitive learning |
| Genre | Mixed materials |
| Genre | Image |
| Genre | Text |
Bibliographic information
| Related item |
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| DOI | https://doi.org/10.25740/cy974nx6007, https://doi.org/10.25740/cy974nx6007 |
| Location | https://purl.stanford.edu/cy974nx6007 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).
Preferred citation
- Preferred citation
- Fiore Bonicio, G. (2022). Activity plan: Concept mapping. Stanford Digital Repository. Available at https://purl.stanford.edu/cy974nx6007
Collection
Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education
View other items in this collection in SearchWorksContact information
- Contact
- gbonicio@stanford.edu
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