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روان شناسی و مشاوره::
در دسترس
These sorts of near-miss activities are often accompanied by miss-the-mark rubrics that assess the task, not the outcome.
I have chosen this "near-miss" example to make the point about rubrics indicating learning, not task completion, precisely because it looks so good.
Therefore, the task should be a "performance of understanding" (Moss & Brookhart, 2012) and not a near-miss.
Near-miss tasks cheat students out of learning opportunities and out of opportunities to conceptualize what it is that they are supposed to be learning.
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