Knowing What Students Know¶
National Research Council. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Formative Assessment
- These clarifications have made formative assessment one of the most-implementable high-leverage practices in contemporary teacher professional development.
This sourceIntroduces the 'assessment triangle' (cognition, observation, interpretation) for aligning assessment design with purpose.
- These clarifications have made formative assessment one of the most-implementable high-leverage practices in contemporary teacher professional development.
Domain-specific¶
- Educational Measurement
- A model of learning identifies what competence means in a subject; tasks or situations elicit performances that could reveal that competence; an interpretation process turns the fallible observations into claims.
This sourceDevelops the cognition–observation–interpretation assessment triangle and the requirement that the three elements support one another.
- A model of learning identifies what competence means in a subject; tasks or situations elicit performances that could reveal that competence; an interpretation process turns the fallible observations into claims.
Verification¶
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Links previously used in the corpus¶
Before the registry existed this work was also linked 1 other way.
Registry ID ref:c3a74ac42d38 · see in the full table