Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students

Adewale Magaji, Centre for Thinking and Learning, Institute for Lifecourse Development, FEHHS, University of Greenwich, UK Theoretically framing the literature  This article reports a section from a large study on trainee teachers’ classroom assessment pedagogy and its impact on the learning and progress of students. Developing and promoting cognitive learning requires experience in the various […]