Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions-Reference-Cited by-同舟云学术

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Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions

Published:2021-09-01 Issue:4 Volume:26 Page:213-240
ISSN:1062-7197
Container-title:Educational Assessment
language:en
Short-container-title:Educational Assessment

Author:

Sparks Jesse R.¹^ORCID,van Rijn Peter W.²^ORCID,Deane Paul¹^ORCID

Affiliation:

1. Educational Testing Service

2. ETS Global

Funder

Educational Testing Service under the Cognitively Based Assessment of, for, and as Learning (CBAL™) Research Initiative

Challenge IX Initiative on underserved K-12 learners

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10627197.2021.1966299

Reference89 articles.

1. Learning Progressions in Science

2. Task-oriented reading of multiple documents: online comprehension processes and offline products

3. Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment

4. Formative assessment: a critical review

Cited by 4 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts;Reading Psychology;2024-05-15

2. Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments;Large-scale Assessments in Education;2023-07-24

3. Assessing argumentation skills of middle school students: a learning progression approach;Reading and Writing;2023-02-25

4. What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context;Computers in Human Behavior;2022-10

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