A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment

American Educational Research Journal

Volumn 52, Issue 5, 2015, Pages 956-983

  Box, Cathy ^a   Skoog, Gerald ^b   Dabbs, Jennifer M ^a  

^a LUBBOCK CHRISTIAN UNIVERSITY   (United States)

^b TEXAS TECH UNIVERSITY   (United States)

Author keywords

classroom teachers; formative assessment; high stakes exams; personal practice assessment theories; teacher knowledge

Indexed keywords

EID: 84941773265     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831215587754     Document Type: Article

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