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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 0000-0001-9635-0520), Schoenfeld, Alan
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
FullText Text:
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  Data: Assessment in the Service of Learning: Challenges and Opportunities or Plus ça Change, Plus c'est la même Chose
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  Data: <searchLink fieldCode="AR" term="%22Burkhardt%2C+Hugh%22">Burkhardt, Hugh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9635-0520">0000-0001-9635-0520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schoenfeld%2C+Alan%22">Schoenfeld, Alan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22ZDM%3A+The+International+Journal+on+Mathematics+Education%22"><i>ZDM: The International Journal on Mathematics Education</i></searchLink>. Aug 2018 50(4):571-585.
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  Data: 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/
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  Data: 15
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  Data: 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.
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