Coverart for item
The Resource Towards coherence between classroom assessment and accountability, edited by Mark Wilson

Towards coherence between classroom assessment and accountability, edited by Mark Wilson

Label
Towards coherence between classroom assessment and accountability
Title
Towards coherence between classroom assessment and accountability
Statement of responsibility
edited by Mark Wilson
Contributor
Editor
Subject
Language
eng
Member of
Cataloging source
LNW
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Wilson, Mark
  • National Society for the Study of Education
Series statement
Yearbook of the National Society for the Study of Education,
Series volume
103rd, pt.2
http://library.link/vocab/subjectName
  • Educational accountability
  • Educational tests and measurements
  • School improvement programs
  • Teachers
  • Classrooms
Label
Towards coherence between classroom assessment and accountability, edited by Mark Wilson
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • From policy to practice : the evolution of one approach to describing and using curriculum data
  • John L. Smithson and Andrew C. Porter
  • Some links between large-scale and classroom assessments : the case of the BEAR Assessment System
  • Mark Wilson and Karen Draney
  • Data Club : helping schools use accountability data
  • Helen Wildy
  • Tools for two masters : classroom assessment and school system assessment
  • Larry E. Suter
  • Classroom assessment is not (necessarily) formative assessment (and vice-versa)
  • Paul Black and Dylan William
  • Assessment, accountability and the classroom : a community of judgment
  • Systems of coherence and resonance : assessment for education and assessment of education
  • Paul G. LeMabieu and Elizabeth C. Reilly
  • And there is much left to do
  • Margaret A. Jorgensen
  • Converging paths : common themes in making assessments useful to teachers and systems
  • John L. Smithson
  • Risks of coherence
  • Pamela A. Moss
  • Curricular coherence in assessment design
  • Lorrie A. Shepard
  • Mark Wilson
  • Structuring successful collaborations between developers and assessment specialists
  • Herbert D. Thier
  • Student assessment as an opportunity to learn in and from one's teaching practice
  • Suzanne M. Wilson
  • Perspective on current trends in U.S. assessment and accountability : degrees of coherence
  • Mark Wilson
  • Formative purpose : assessment must first promote learning
  • Paul Black and Dylan William
  • Bridging the conceptual gap between classroom assessment and system accountability
  • Margaret Forster and Geoff Masters
  • Designing assessments for instruction and accountability : an application of validity theory to assessing scientific inquiry
  • John R. Frederiksen and Barbara Y. White
Control code
55114853
Dimensions
24 cm
Extent
xii, 290 pages
Isbn
9780226901398
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
Label
Towards coherence between classroom assessment and accountability, edited by Mark Wilson
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • From policy to practice : the evolution of one approach to describing and using curriculum data
  • John L. Smithson and Andrew C. Porter
  • Some links between large-scale and classroom assessments : the case of the BEAR Assessment System
  • Mark Wilson and Karen Draney
  • Data Club : helping schools use accountability data
  • Helen Wildy
  • Tools for two masters : classroom assessment and school system assessment
  • Larry E. Suter
  • Classroom assessment is not (necessarily) formative assessment (and vice-versa)
  • Paul Black and Dylan William
  • Assessment, accountability and the classroom : a community of judgment
  • Systems of coherence and resonance : assessment for education and assessment of education
  • Paul G. LeMabieu and Elizabeth C. Reilly
  • And there is much left to do
  • Margaret A. Jorgensen
  • Converging paths : common themes in making assessments useful to teachers and systems
  • John L. Smithson
  • Risks of coherence
  • Pamela A. Moss
  • Curricular coherence in assessment design
  • Lorrie A. Shepard
  • Mark Wilson
  • Structuring successful collaborations between developers and assessment specialists
  • Herbert D. Thier
  • Student assessment as an opportunity to learn in and from one's teaching practice
  • Suzanne M. Wilson
  • Perspective on current trends in U.S. assessment and accountability : degrees of coherence
  • Mark Wilson
  • Formative purpose : assessment must first promote learning
  • Paul Black and Dylan William
  • Bridging the conceptual gap between classroom assessment and system accountability
  • Margaret Forster and Geoff Masters
  • Designing assessments for instruction and accountability : an application of validity theory to assessing scientific inquiry
  • John R. Frederiksen and Barbara Y. White
Control code
55114853
Dimensions
24 cm
Extent
xii, 290 pages
Isbn
9780226901398
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations

Library Locations

    • Thomas Jefferson LibraryBorrow it
      1 University Blvd, St. Louis, MO, 63121, US
      38.710138 -90.311107
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