Assessment portfolios and cognitive demand in teacher education: evidence from the School of Education, University of Education, The Gambia (UEG)

BackgroundAssessment shapes learning, but its quality depends on the extent to which assessment practices and examination tasks reflect the intended range of cognitive demand.ObjectivesTo (a) describe patterns of assessment instrument use at the University of Education, The Gambia School of Educatio...

Popoln opis

Bibliografske podrobnosti

Principais autores:	Sheriff Ceesay, Omar Ceesay, Lamin L. Kanteh, Aboubacarr Jallow, Binta J. J. Jallow, Ebriam Bah, Michael Hamadi Secka, Taofeek Olaniyi, Tolulope Olaoluwa Taiwo, Idogho Philipa Omamhe, Johnson Haniel Pongri
Format:	Artigo
Jezik:	Inglês
Izdano:	Frontiers Media S.A. 2026-06-01
Serija:	Frontiers in Education
Teme:	assessment instruments Bloom's taxonomy cognitive alignment teacher education university of education the Gambia
Online dostop:	https://www.frontiersin.org/articles/10.3389/feduc.2026.1812002/full
Oznake:	Označite Brez oznak, prvi označite!