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Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training

Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training
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Author(s): Rata Iulian (State University of Moldova, Moldova), Birnaz Nina (State University of Moldova, Moldova) and Elena Aurel Railean (American University of Moldova, Moldova)
Copyright: 2020
Pages: 21
Source title: Assessment, Testing, and Measurement Strategies in Global Higher Education
Source Author(s)/Editor(s): Elena Aurel Railean (American University of Moldova, Moldova)
DOI: 10.4018/978-1-7998-2314-8.ch010

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Abstract

Over the past decade, the need for successful learning strategies in initial teacher training has become increasingly clear. One of these strategies focuses on rhetoric competence development. The main point of the strategy is the assessment for learning. This chapter investigates the impact of assessment for learning on learning outcomes in the process of rhetoric competence development and their feasibility within initial teacher training. The starting point is instructional dynamic and flexible strategy. This strategy made notable progress with respect to digital textbook. However, there continues to be gaps in the literature examining the extent to which successful learning strategies are being assessed. This problem has begun to take a place on the agenda within higher institutions. It was observed that to date there has been little effort to bring together the effective procedures around the purpose of equipping students with successful learning strategies to learn for the long term. This chapter closes this gap.

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