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Direct linkSchneider, M. Christina; Meyer, J. Patrick – Journal of MultiDisciplinary Evaluation, 2012
Background: Teachers who engage in formative classroom assessment using practices that accurately measure student learning should be better positioned to diagnose the instructional needs of their students and to act on that information. For this reason, there has been increased interest in formative classroom assessment in recent years. Although…
Descriptors: Formative Evaluation, Student Evaluation, Faculty Development, Program Effectiveness
