dc.contributor.author | Svendsen, Bodil Louise | |
dc.contributor.author | Burner, Tony | |
dc.date.accessioned | 2023-11-24T13:52:08Z | |
dc.date.available | 2023-11-24T13:52:08Z | |
dc.date.created | 2023-06-08T23:45:05Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Journal for the Education of the Gifted. 2023, 46 (3), 259-275. | en_US |
dc.identifier.issn | 0162-3532 | |
dc.identifier.uri | https://hdl.handle.net/11250/3104590 | |
dc.description.abstract | This case study focused on students’ experiences with gradeless formative assessment at a center for gifted students. Twenty-two students attending one of the six talent centers in Norway participated. A questionnaire with open- and close-ended questions were used to collect data. Qualitative data analysis was performed. Findings indicated that the students experience gradeless formative assessment positively. They highlighted less stressful and more motivating learning situations at the talent center compared to their experiences at school. Gradeless formative assessment allowed the students to focus on the learning process rather than the learning product. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | SAGE Publications | en_US |
dc.title | Gifted Students and Gradeless Formative Assessment: A Case Study From Norway | en_US |
dc.title.alternative | Gifted Students and Gradeless Formative Assessment: A Case Study From Norway | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 259-275 | en_US |
dc.source.volume | 46 | en_US |
dc.source.journal | Journal for the Education of the Gifted | en_US |
dc.source.issue | 3 | en_US |
dc.identifier.doi | 10.1177/01623532231180883 | |
dc.identifier.cristin | 2153204 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |