Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning  book cover
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Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning





ISBN 9781138121515
Published August 21, 2017 by Routledge
162 Pages

 
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Book Description

Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students’ Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students’ engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.

Table of Contents

Chapter 1: Better Being Wrong?

Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind It

Chapter 3: Students’ Perspectives About Being Wrong

Chapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment Climate

Chapter 5: Assessment Practices That Promote Being Wrong (Sometimes)

Chapter 6: Effective Feedback When Students Are Wrong

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Author(s)

Biography

James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.

Reviews

"Champions of assessment for learning will recognise many of the practical approaches, but this book emphasises the deeper consideration of human responses to making mistakes. I recommend the book to experienced teachers who want a fresh look at how they teach and assess their students, as well as trainee teachers or master’s students interested in researching alternative classroom assessment practices."— Andy Chandler-Grevatt, Education in Chemistry