Flipped classroom – what feedback in the FFL classroom and how to assess the work of learners
Bibliographic Data
| ID | 20498181 |
|---|---|
| Authors | Cynthia Eid (corresponding author) |
| Year | 2021 |
| Volume | 14 |
| Issue | 4 |
| Pages | 15-40 |
| Publication date | 2021-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | XLinguae (JOURNAL) |
| Journal identifiers | ISSN: 1337-8384 • E-ISSN: 2453-711X |
| Publisher | Slovenska Vzdelavacia a Obstaravacia s.r.o (PUBLISHER) |
| DOI | 10.18355/xl.2021.14.04.02 |
| OpenAlex | W3217066261 |
| Language | EN |
| References cited | 1 |
Assessment is not an additional act in the ecology of the classroom. Evaluative gestures, inseparable from those of education or training, encourage the practitioner to reflect on the scope of their actions and to consider the type of interaction that they promote in the classroom. If the flipped classroom uses summative assessment, the fact remains that the sinew of war is a formative assessment in the pedagogy of support, encouragement, and benevolence. We will see in this article what is the act of evaluating, the difference between evaluation of learning and evaluation of teaching by learners, and the different evaluation functions in a flipped classroom
Flipped Classroom · Formative assessment · Gesture · Mathematics education · Pedagogy · Summative assessment · Computer Science · Engineering · Higher Education Teaching and Evaluation · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
| Highly cited | No |
|---|