Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience
Author:
Affiliation:
1. University of Notre Dame, Center for STEM Education, Notre Dame, IN
2. Stanford University, Graduate School of Education, Stanford, CA
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10627197.2020.1756255
Reference65 articles.
1. Effects of Frequent Classroom Testing
2. Decision-oriented educational research in school districts: The role of dissemination processes
3. Assessment and Classroom Learning
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3. In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning;Frontiers in Education;2022-07-07
4. Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice;Science Education;2022-03-16
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