Validating performance assessments: measures that may help to evaluate students’ expertise in ‘doing science’
Author:
Affiliation:
1. Zurich University of Teacher Education, Zurich, Switzerland
2. Department of Educational and Social Sciences, University of Oldenburg, Germany
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02635143.2018.1552851
Reference61 articles.
1. The Role of Action in Implicit Learning
2. Performance Assessments from the Perspective of Generalizability Theory
3. THEORY OF GENERALIZABILITY: A LIBERALIZATION OF RELIABILITY THEORY†
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