Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

Educational Measurement: Issues and Practice

Volumn 37, Issue 1, 2018, Pages 21-34

  Shepard, L A ^a   Penuel, W R ^a   Pellegrino, J W ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

classroom assessment; formative assessment; grading; learning theory

Indexed keywords

EID: 85044413550     PISSN: 07311745     EISSN: 17453992     Source Type: Journal    
DOI: 10.1111/emip.12189     Document Type: Article

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