Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices
Author:
Affiliation:
1. Department of Teacher Education Michigan State University East Lansing Michigan USA
Publisher
Wiley
Subject
History and Philosophy of Science,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21713
Reference110 articles.
1. Views from the Classroom: Teachers' Opinions of Statewide Testing Programs
2. Learning Progressions That Support Formative Assessment Practices
3. Eliciting Student Responses Relative To A Learning Progression
4. Defining Trustworthiness for Teachers’ Multiple Uses of Classroom Assessment Results 1
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