From Evidence to Action: A Seamless Process in Formative Assessment? CRESST Report 741 /

From Evidence to Action: A Seamless Process in Formative Assessment? [electronic resource] : CRESST Report 741 / Margaret Heritage, Jinok Kim and Terry P. Vendlinski.

Based on the results of a generalizability study (G study) of measures of teacher knowledge for teaching mathematics developed at The National Center for Research, on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles, this report provides evidence that...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Heritage, Margaret
Corporate Author: University of California, Los Angeles. Center for Research on Evaluation, Standards, and Student Testing
Other Authors: Kim, Jinok, Vendlinski, Terry P., Herman, Joan L.
Format: Electronic eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2008.
Subjects:
Generalization.
Formative Evaluation.
Inferences.
Mathematics Instruction.
Student Evaluation.
Evaluation Methods.
Comprehension.
Data Analysis.
Knowledge Level.
Teacher Competencies.
Mathematics Skills.
Pedagogical Content Knowledge.
Test Construction.
Grade 6.
Teacher Certification.
Generalizability Theory.

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