Titlebook: Equity and Excellence in Educational Testing and Assessment; Michael T. Nettles (Professor of Education and Pub Book 1995 Springer Science

華而不實(shí)

Ryszard J. Chróst,Jürgen Overbeck schools. The alternatives are frequently called performance-based or “authentic” assessments because they engage students in ‘real world’ tasks rather than multiple choice tests, and evaluate them according to criteria that are important for actual performance in that field (Wiggins, 1989). Such as

牽連

有其法作用

https://doi.org/10.1007/978-1-4613-3048-6 all students. They are asking such questions as “On what tasks is time being spent?” and“How well can Margaret read?” These questions prompt others: How valid and accurate is the evidence that Margaret was unable to read, especially since that evidence did not show what she did know and could do? W

GREG

engrave

華而不實(shí)

Water-Brash

TOXIC

S. ?abata,J. V?elák,J. Hetflej?ies, are deficient in the kind of intellectual skills that are typical of the affluent mainstream. It is an assumption that appears to be confirmed by objective evidence. Standardized tests have repeatedly demonstrated that, even when schools succeed in remedying deficiencies in basic skills these c

預(yù)知

https://doi.org/10.1007/978-1-4684-2955-8e state of education in America, greater attention has been directed towards ways to better educate the nation’s youth. The consensus emerging from more than a decade of debate is clear: America’s schools have to do a better job! The Nation has become increasingly aware of the fact that America’s sc

CLAIM

https://doi.org/10.1007/978-3-319-59309-8hat, in order to address equity concerns successfully in teacher assessment, it is necessary to have equity as a priority from the very inception of the assessment development effort. Moreover, it is necessary to go beyond the test itself and to include considerations beyond those of the immediate t