Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education

Karma Utha

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

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Resumé

Using case study approach, the dissertation provides the notions and practices of formative assessment in Bhutanese Secondary Schools. It includes the teachers’ understanding of the practice of student-centered teaching and learning, which is regarded as a precondition for effective formative assessment. It also take account of those features of formative assessment which are much more favored by students and teachers in the case study schools.
OriginalsprogEngelsk
ForlagAalborg Universitetsforlag
Antal sider193
ISBN (Elektronisk)978-87-7112-275-6
DOI
StatusUdgivet - 2015
NavnPh.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet
ISSN2246-1256

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secondary school
education
earning a doctorate
teacher
student
Teaching
school
learning

Bibliografisk note

Kurt Dauer Keller, Hovedvejleder

Citer dette

Utha, K. (2015). Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education. Aalborg Universitetsforlag. Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet https://doi.org/10.5278/vbn.phd.socsci.00011
Utha, Karma. / Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education. Aalborg Universitetsforlag, 2015. 193 s. (Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet).
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Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education. / Utha, Karma.

Aalborg Universitetsforlag, 2015. 193 s.

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

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Utha K. Formative assessment practices in Bhutanese secondary schools and its impact on Quality of Education. Aalborg Universitetsforlag, 2015. 193 s. (Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet). https://doi.org/10.5278/vbn.phd.socsci.00011