Ed van den Berg
Biographic Data
| ID | 9635664 |
|---|---|
| NAME | Ed van den Berg |
| GIVEN NAMES | Ed van den |
| FAMILY NAME | Berg |
| SIGNATURE | VAN DEN BERG E |
| AFFILIATIONS | VU University of Amsterdam, Graduate School of Teaching, Amsterdam, Netherlands |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
A practical approach to assessment for learning and differentiated instruction
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual understanding (AfL), as well as whole task-first differentiating instruction (WTDI). The teachers were off…
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Raised bogs are popular research subjects in various scientific disciplines such as palaeobotany, climatology, archaeology and historical geography. However, interdisciplinary studies using a long-term cultural perspective are rare. This paper aims to make a contribution in that field by exploring the long-term development of raised bogs in the Netherlands, with a main focus on man-land relations. Central are the peatlands in the Pleistocene area…
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Raised bogs are popular research subjects in various scientific disciplines such as palaeobotany, climatology, archaeology and historical geography. However, interdisciplinary studies using a long-term cultural perspective are rare. This paper aims to make a contribution in that field by exploring the long-term development of raised bogs in the Netherlands, with a main focus on man-land relations. Central are the peatlands in the Pleistocene area…
A practical approach to assessment for learning and differentiated instruction
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual understanding (AfL), as well as whole task-first differentiating instruction (WTDI). The teachers were off…
Archaeology (1 works) · Artificial Intelligence (1 works) · Assessment for learning (1 works) · Bog (1 works) · Coastal wetland ecosystem dynamics (1 works) · Computer Science (1 works) · Differentiated instruction (1 works) · Earth science (1 works) · Ecology (1 works) · Ecology (1 works)