Multi-group invariance of the conceptions of assessment scale among university faculty and students
作者： Melanie Anne DiLoreto
DOI:
关键词:
摘要:
usm.edu参考文章(82)
William L. Smith, Pidi Zhang, Students' Perceptions and Experiences with Key Factors during the Transition from High School to College College student journal. ,vol. 43, pp. 643- 657 ,(2009)
Patricia H. Hinchey, Getting Teacher Assessment Right: What Policymakers Can Learn From Research National Education Policy Center. ,(2010)
Garfield Joan B., Beyond Testing and Grading: Using Assessment To Improve Student Learning Journal of Statistics Education. ,vol. 2, ,(1994) , 10.1080/10691898.1994.11910462
Catherine M. Millett, David G. Payne, Carol A. Dwyer, A Culture of Evidence: Postsecondary Assessment and Learning Outcomes. Recommendations to Policymakers and the Higher Education Community. Educational Testing Service. ,(2006)
Duncan Waite, Mike Boone, Marla Mcghee, A Critical Sociocultural View of Accountability. The Journal of School Leadership. ,vol. 11, pp. 182- 203 ,(2001) , 10.1177/105268460101100303
Bonnie Brownstein, Collaboration: The Foundation of Learning in the Future Education 3-13. ,vol. 122, pp. 240- ,(2001)
Gavin T. L. Brown, Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students ,(2013)
Gordon Stobart, The validity of formative assessment In: Gardner, John, (ed.) Assessment and Learning. (pp. 133-146). Sage Publications: London. (2006). ,(2006)
Rachel Vannatta Reinhart, Craig A. Mertler, Advanced and Multivariate Statistical Methods: Practical Application and Interpretation ,(2001)
Karen Maitland Schilling, Karl L. Schilling, Proclaiming and Sustaining Excellence: Assessment as a Faculty Role ,(1998)