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ERIC Number: EJ613991
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1062-7197
From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment.
Goldberg, Gail Lynn; Roswell, Barbara Sherr
Educational Assessment, v6 n4 p257-90 1999-2000
Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be superficial and incomplete. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A