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...

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Detaylı Bibliyografya
Asıl Yazarlar:	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
Materyal Türü:	Artigo
Dil:	Inglês
Baskı/Yayın Bilgisi:	Frontiers Media S.A. 2026-06-01
Seri Bilgileri:	Frontiers in Education
Konular:	assessment instruments Bloom's taxonomy cognitive alignment teacher education university of education the Gambia
Online Erişim:	https://www.frontiersin.org/articles/10.3389/feduc.2026.1812002/full
Etiketler:	Etiketle Etiket eklenmemiş, İlk siz ekleyin!

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

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