TEACHER-EVALUATORS’ NARRATIVE ACCOUNTS IN ASSESSING SELF-LEARNING MODULES (SLM)
نویسندگان
چکیده
This study aims to describe the narrative accounts of teacher-evaluators in assessing quality SLMs. uses a research approach examine five from Koronadal City Division. As part Bruner's theoretical framework, individuals produce new ideas or concepts based on prior information. Their expertise is needed choose and process data. applies this because cognitive structure organizes perceptions helps go beyond knowledge evaluating self-learning material teaches teachers (SLMs). The finding reveals that participants feel honored pressured, some are ready carry out any assignment, happy excited. Participants indicated advantage learning things meaningful experiences, while disadvantage adding workloads. may support motivate tailor instruction meet individual needs. Whether they differentiate content, process, products, environment, ongoing assessment flexible grouping make successful students' SLMs quality. would provide framework build certain tasks, activities, modules help them focus attention, organize information for understanding remembering, monitor assess learning, encourage self-monitoring, self-correct tools reflecting their own assurance SLM's.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0055/a.php" alt="Hit counter" /></p>
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ژورنال
عنوان ژورنال: European Journal of Education Studies
سال: 2023
ISSN: ['2501-1111']
DOI: https://doi.org/10.46827/ejes.v10i9.4959