What reality TV taught me about everyday assessment
Bibliographic Data
| ID | 21369685 |
|---|---|
| Authors | Erin M Furtak (0000-0002-7675-8366, corresponding author) |
| Year | 2020 |
| Volume | 101 |
| Issue | 7 |
| Pages | 38-41 |
| Publication date | 2020-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720917539 |
| OpenAlex | W3014214339 |
| Language | EN |
| References cited | 9 |
Reality TV — or certain design-oriented TV shows — may be better known for their focus on competition, but what we actually see when we look more closely are models of collaboration and assessment that can illuminate important principles of classroom learning. Erin Furtak reflects on the ways that three of these shows — The Great British Baking Show, Top Chef, and Project Runway — embody principles of classroom assessment, such as setting clear learning goals, having authentic conversations about progress, collaboration, and multiple opportunities for success
Competition (biology) · Focus (optics) · Mathematics education · Media studies · Pedagogy · Reality tv · Sociology · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Highly cited | No |
|---|