Performance assessment in multi-level classes : How can I achieve a performance assessment that is appropriate for pupils in multi-level classes?

Verena Schimpl

ISBN 10: 6209202551 / ISBN 13: 9786209202551

Published by Our Knowledge Publishing, 2025

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria.

Seller Inventory # 9786209202551

Bibliographic Details

• Title: Performance assessment in multi-level classes : How can I achieve a performance assessment that is appropriate for pupils in multi-level classes?
• Publisher: Our Knowledge Publishing
• Publication Date: 2025
• Language: English
• ISBN 10: 6209202551
• ISBN 13: 9786209202551
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 238 grams

About this title

Synopsis

Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria.