The role of assessment in differentiation

Theory into Practice

Volumn 44, Issue 3, 2005, Pages 226-233

  Moon, Tonya R ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844445884     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4403_7     Document Type: Review

References (11)

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2. Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and ruminative assessment of student learning. New York: McGraw Hill.
3. Bransford, J. D, Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press.
4. Bransford, J. D., & Vye, N. (1989). A perspective on cognitive research and its implications in instruction. In L. B. Resnick & L. E. Kloper(Eds.), Toward the thinking curriculum: Current cognitive research (1989 Yearbook of the Association for Supervision and Curriculum Development). Alexandria, VA: Association for Supervision and Curriculum Development.
5. Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
6. Lambdin, D. V., & Forseth, C. (1996). Seamless assessment/ instruction = Good teaching. Teaching Children Mathematics, 2, 294-299.
7. National Research Council. (2001). Knowing what students know: The science and design, of educational assessment, Committee on the Foundations of Assessment, Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council. J. W. Pelligrino, N. Chudowsky, & R. Glaser (Eds.). Washington, DC: National Academy Press.
8. National Study Group for the Affirmative Development of Academic Ability. (2004). All students reaching the top: Strategies for closing academic achievement gaps. Naperville, IL: Learning Point Associates.
9. Shavelson, R. J. (1973). The basic teaching skill: Decision making. Stanford, CA: Stanford University School of Education, Center for Research and Development in Teaching.
10. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
11. Wittrock, M. C. (1991). Testing and recent research in cognition. In M. C. Wittrock & E. L. Baker (Eds.), Testing and cognition (pp. 5-16). Englewood Cliffs, NJ: Prentice-Hall.