Assessment in the Service of Learning: Challenges and Opportunities or Plus ça Change, Plus c'est la même Chose
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| Title: | Assessment in the Service of Learning: Challenges and Opportunities or Plus ça Change, Plus c'est la même Chose |
|---|---|
| Language: | English |
| Authors: | Burkhardt, Hugh (ORCID |
| Source: | ZDM: The International Journal on Mathematics Education. Aug 2018 50(4):571-585. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Instruction, Evaluation Methods, Student Evaluation, Formative Evaluation, Summative Evaluation |
| DOI: | 10.1007/s11858-018-0937-1 |
| ISSN: | 1863-9690 |
| Abstract: | This paper begins with a brief overview of literature indicating that, although there have been significant advances in the field's capacity to conduct both formative and summative assessments over the past decades, those advances have not been matched by comparable impact. The bulk of the paper is devoted to a series of examples from the Mathematics Assessment Project that illustrate issues of methods, and the unrealized potential for advances. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2018 |
| Accession Number: | EJ1183907 |
| Database: | ERIC |
| Abstract: | This paper begins with a brief overview of literature indicating that, although there have been significant advances in the field's capacity to conduct both formative and summative assessments over the past decades, those advances have not been matched by comparable impact. The bulk of the paper is devoted to a series of examples from the Mathematics Assessment Project that illustrate issues of methods, and the unrealized potential for advances. |
|---|---|
| ISSN: | 1863-9690 |
| DOI: | 10.1007/s11858-018-0937-1 |
