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Observing Formative Assessment Practice: Learning Lessons Through Validation.

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Title: Observing Formative Assessment Practice: Learning Lessons Through Validation.
Authors: Wylie, E. Caroline (AUTHOR)
Source: Educational Assessment. Oct-Dec2020, Vol. 25 Issue 4, p251-258. 8p.
Subjects: Formative tests, Educational tests & measurements, Author-reader relationships, Similarity (Psychology)
Abstract: This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue. [ABSTRACT FROM AUTHOR]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Observing Formative Assessment Practice: Learning Lessons Through Validation.
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  Data: <searchLink fieldCode="AR" term="%22Wylie%2C+E%2E+Caroline%22">Wylie, E. Caroline</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Oct-Dec2020, Vol. 25 Issue 4, p251-258. 8p.
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  Data: <searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Author-reader+relationships%22">Author-reader relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Similarity+%28Psychology%29%22">Similarity (Psychology)</searchLink>
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  Data: This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=147735184
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        Value: 10.1080/10627197.2020.1766955
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      – Code: eng
        Text: English
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        StartPage: 251
    Subjects:
      – SubjectFull: Formative tests
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Author-reader relationships
        Type: general
      – SubjectFull: Similarity (Psychology)
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      – TitleFull: Observing Formative Assessment Practice: Learning Lessons Through Validation.
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            – D: 01
              M: 10
              Text: Oct-Dec2020
              Type: published
              Y: 2020
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