Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives
Author:
Affiliation:
1. Faculty of Education, Queen’s University, Kingston, Ontario, Canada
2. Faculty of Education, University of Alberta, Edmonton, Alberta, Canada
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Informa UK Limited
Subject
Public Administration,Sociology and Political Science,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/20004508.2023.2244136
Reference97 articles.
1. Assessment, Evaluation and Reporting in Ontario Schools. (2010). Growing success: Assessment, evaluation and reporting in Ontario’s schools: Covering grades 1 to 12. Toronto: Ministry of Education.
2. CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION
3. Baidoo-Anu, D. (2023). Classroom Assessment Culture in Ghana’s Education System [Doctoral dissertation]. http://hdl.handle.net/1974/31702.
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1.学者识别学者识别
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