Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 109, doi. 10.1016/j.pse.2014.11.004
- By:
- Publication type:
- Article
Works matching IS 1135755X AND DT 2014 AND VI 20 AND IP 2
Results: 7
1
2
Cognitive frameworks for assessment, teaching, and learning: A validity perspective.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 117, doi. 10.1016/j.pse.2014.11.006
- By:
- Publication type:
- Article
3
A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills.
- Published in:
- 2014
- By:
- Publication type:
- Case Study
4
An introduction to the use of evidence-centered design in test development.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 79, doi. 10.1016/j.pse.2014.11.003
- By:
- Publication type:
- Article
5
Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 89, doi. 10.1016/j.pse.2014.11.001
- By:
- Publication type:
- Article
6
Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 65, doi. 10.1016/j.pse.2014.11.002
- By:
- Publication type:
- Article
7
Bringing added value to educational assessment: A shift from an audit mode of assessment to an assistence mode.
- Published in:
- Psicologia Educativa, 2014, v. 20, n. 2, p. 61, doi. 10.1016/j.pse.2014.11.005
- By:
- Publication type:
- Article