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Tensions in Assessment Design: Professional Development under High-Stakes Accountability.
- Source :
-
Teacher Education Quarterly . Sum 2002 29(3):43-60. - Publication Year :
- 2002
-
Abstract
- Examines what teachers learn about the role of assessments in instruction through designing and using their own curriculum- embedded assessment, noting how the development of teachers' understanding of assessment for instructional purposes supports and conflicts with use of assessment data for reporting and accountability purposes. The paper describes the process of developing curriculum embedded assessment with teachers in an accountability focused, externally-funded science program. (SM)
Details
- Language :
- English
- ISSN :
- 0737-5328
- Volume :
- 29
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Teacher Education Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- EJ656629
- Document Type :
- Journal Articles<br />Reports - Descriptive