| 000 | 02912nam a22005177a 4500 | ||
|---|---|---|---|
| 999 |
_c16682 _d16681 |
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| 003 | OSt | ||
| 005 | 20231113130801.0 | ||
| 006 | m|||||o||d| 00| 0 | ||
| 007 | cr || auc||a|a | ||
| 008 | 220802s2020 nyua||||sb||| 001 0 eng d | ||
| 020 |
_a 9780429507533 _qeBook |
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| 040 | _cQCPL | ||
| 245 | 0 | 0 |
_aClassroom assessment and educational measurement _c/ edited by Susan M. Brookhart, James H. McMillan |
| 264 | 1 |
_aNew York : _bRoutledge, _c2020 |
|
| 300 |
_a1 online resource (285 pages) : _billustrations |
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| 336 |
_2rdacontent _atext |
||
| 337 |
_2rdamedia _acomputer |
||
| 338 |
_2rdacarrier _aonline resource |
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| 490 | _aNCME applications of educational measurement and assessment book series | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | _aPart I. Classroom assessment information | |
| 505 | 0 | _aPerspectives on the validity of classroom assessments | |
| 505 | 0 | _aCognitive diagnosis is not enough : the challenge of measuring learning with classroom assessments | |
| 505 | 0 | _aLanguage in practice : a mediator of valid interpretations of information generated by classroom assessments among linguistically and culturally diverse students | |
| 505 | 0 | _aFeedback and measurement | |
| 505 | 0 | _aDiscussion of part I : assessment information in context | |
| 505 | 0 | _aPart II. The use of classroom assessment information to enhance learning | |
| 505 | 0 | _aGuidance in the standards for classroom assessment : useful or irrelevant? | |
| 505 | 0 | _aDefining trustworthiness for teachers’ multiple uses of classroom assessment results | |
| 505 | 0 | _aLearning progressions and embedded assessment | |
| 505 | 0 | _aThe role of technology-enhanced self- and peer assessment in formative assessment | |
| 505 | 0 | _aDiscussion of part II : should “measurement” have a role in teacher learning about classroom assessment? | |
| 505 | 0 | _aPart III. Emerging issues in classroom assessment | |
| 505 | 0 | _aTowards measures of different and useful aspects of schooling : why schools need both teacher-assigned grades and standardized assessments | |
| 505 | 0 | _aDigital technologies : supporting and advancing assessment practices in the classroom | |
| 505 | 0 | _aFairness in classroom assessment | |
| 505 | 0 | _aDiscussion of part III : emerging issues in classroom assessment | |
| 650 | _aEducational evaluation | ||
| 650 |
_aEducational tests and measurements _xEvaluation |
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| 650 |
_aClassroom environment _xSocial aspects |
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| 700 | 1 |
_95636 _aBrookhart, Susan M. _eeditor |
|
| 700 | 1 |
_9185 _aMcMillan, James H. _eeditor |
|
| 856 |
_alibrary.oapen.org _uhttps://library.oapen.org/viewer/web/viewer.html?file=/bitstream/handle/20.500.12657/54181/9780429017612.pdf?sequence=1&isAllowed=y |
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| 942 |
_2ddc _cEBOOK |
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| 690 | _aEducation & teaching | ||