Christopher Charles Deneen
Biographic Data
| ID | 8901421 |
|---|---|
| NAME | Christopher Charles Deneen |
| GIVEN NAMES | Christopher Charles |
| FAMILY NAME | Deneen |
| SIGNATURE | DENEEN C C |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 1 |
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
This study examines Chinese tertiary award-winning tutors’ perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman’s protocols for qu…
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
This study examines Chinese tertiary award-winning tutors’ perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman’s protocols for qu…
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Assessment for learning (2 works) · Computer Science (2 works) · Formative assessment (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Perception (2 works) · Psychology (2 works) · Sociology (2 works) · Student Assessment and Feedback (2 works) · Best practice (1 work)