Correction Efficiency: Unterschied zwischen den Versionen
Marina (Diskussion | Beiträge) K (Schützte „Correction Efficiency“ ([edit=sysop] (unbeschränkt) [move=sysop] (unbeschränkt)) [kaskadierend]) |
Th (Diskussion | Beiträge) K (Textersetzung - „Category:PFL - Englisch“ durch „Category:PFL (Pädagogik und Fachdidaktik für LehrerInnen) Category:PFL - Englisch“) |
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[[Category:Verbesserungsprozess ]] [[Category:Korrektur ]] [[Category:Schreibkompetenz ]] [[Category: Memo]][[Category: Interview]][[Category: Zeitmanagement ]] [[Category: Peer-review ]][[Category: Fragebogen]][[Category:Arbeitsblatt]] [[Category: Englisch]][[Category:BORG]] | [[Category:Verbesserungsprozess ]] [[Category:Korrektur ]] [[Category:Schreibkompetenz ]] [[Category: Memo]][[Category: Interview]][[Category: Zeitmanagement ]] [[Category: Peer-review ]][[Category: Fragebogen]][[Category:Arbeitsblatt]] [[Category: Englisch]][[Category:BORG]] | ||
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Aktuelle Version vom 5. Juli 2019, 09:19 Uhr
Correction efficiency looks at how a teacher can make his/her correction time more efficient,
how one can actually reduce correction time. Different actions have been tried out and
evaluated: from designing attractive writing tasks or even differentiated tasks to the role of
interesting topics and authentic situations, from time management and keeping strict deadlines
to mutual agreements between students and teachers about assessing and finally from
proofreading to delegating correction tasks to students (peer correction).
All eight actions are described in recurring circles: writing task – correction time – reflection
and reaction. Furthermore an initial memo and a final questionnaire show the results of the
project being carried out for almost two school years. Three final interviews give some deeper
insight into the method of peer correction and their possibilities of improvement.
Autor/in: Doris Kreiner
Durchführende Institution/en: Bundesoberstufenrealgymnasium Bad Leonfelden (416016)
Fach/Fächer: Englisch
Dateien: Langfassung
