Teacher beliefs about the cognitive diagnostic information of classroom- versus large-scale tests: Implications for assessment literacy

Assessment in Education: Principles, Policy and Practice

Volumn 17, Issue 1, 2010, Pages 7-21

  Leighton, Jacqueline P ^a   Gokiert, Rebecca J ^b   Cor, M Ken ^c   Heffernan, Colleen ^d  

^a UNIVERSITY OF ALBERTA   (Canada)

^b UNIVERSITY OF ALBERTA   (Canada)

^c STANFORD UNIVERSITY   (United States)

^d Smith   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78651369090     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695940903565362     Document Type: Article

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