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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ410851
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
From a Horizontal to a Vertical Method of Integrating Educational Diagnosis with Classroom Assessment.
Dassa, Clement
Alberta Journal of Educational Research, v36 n1 p35-44 Mar 1990
Describes two Quebec studies integrating educational diagnosis with classroom assessment to develop learning strategies. Outlines new model based on studies and new mastery learning developments. Argues that the unit of measurement should shift from the student to the teacher-student interaction, and the methodology should be "horizontal" rather than "vertical." (TES)
Descriptors: Classroom Communication, Classroom Research, Educational Diagnosis, Evaluation Methods, Foreign Countries, Instructional Development, Learning Strategies, Mastery Learning, Student Evaluation, Teacher Student Relationship, Test Theory, Test Validity, Testing
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Classroom Assessment; Quebec
Note: Theme issue with title "Assessment in the Classroom."