Citation

Understanding classroom-based assessment (CBA) processes: A precondition for assessment literacy

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Abstract:

This paper proposes a comprehensive framework for understanding classroom-based assessment (CBA) processes based on a detailed empirical study of two school foreign language classrooms. Adopting the broadest possible definition of CBA, the framework addresses critical gaps in existing frameworks, including consideration of the epistemological bases for observed assessment practices.
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Association:
Name: AAAL Annual Conference
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http://www.aaal.org


Citation:
URL: http://citation.allacademic.com/meta/p621108_index.html
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MLA Citation:

Hill, Kathryn. "Understanding classroom-based assessment (CBA) processes: A precondition for assessment literacy" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, <Not Available>. 2014-12-11 <http://citation.allacademic.com/meta/p621108_index.html>

APA Citation:

Hill, K. "Understanding classroom-based assessment (CBA) processes: A precondition for assessment literacy" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas <Not Available>. 2014-12-11 from http://citation.allacademic.com/meta/p621108_index.html

Publication Type: Colloquium Paper
Abstract: This paper proposes a comprehensive framework for understanding classroom-based assessment (CBA) processes based on a detailed empirical study of two school foreign language classrooms. Adopting the broadest possible definition of CBA, the framework addresses critical gaps in existing frameworks, including consideration of the epistemological bases for observed assessment practices.


Similar Titles:
Towards an understanding of teacher assessment literacy supporting curriculum-based assessment

Interaction Between 3-D Visualization Ability and Language Processing Speed: Results of two screening assessments administered in 19 college classrooms.

Disciplinary Literacy and Project-Based Learning: An Analysis of the Literacy Texts and Practices in Secondary Project-Based Learning Classrooms


 
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