PRINCIPLES FOR CLASSROOM COMPREHENSION ASSESSMENT

被引：10

|

作者：

VALENCIA, SW

PEARSON, PD

机构：

来源：

REMEDIAL AND SPECIAL EDUCATION | 1988年 / 9卷 / 01期

关键词：

D O I：

10.1177/074193258800900106

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

引用

收藏

页码：26 / 35

页数：10

相关论文

共 50 条

[1] Principles for Effective Classroom Assessment
Volante, Louis
[J]. BROCK EDUCATION-A JOURNAL OF EDUCATIONAL RESEARCH AND PRACTICE, 2006, 15 (02) : 134 - 147
[2] Language assessment: Principles and classroom practices
Lund, Jennifer
Winke, Paula M.
[J]. LANGUAGE TESTING, 2008, 25 (02) : 273 - 282
[3] Authentic Assessment in the Listening Comprehension Classroom: Benefits and Implications
Sevilla Morales, Henry
Chaves Fernandez, Lindsay
[J]. GIST-EDUCATION AND LEARNING RESEARCH JOURNAL, 2019, (19): : 6 - 30
[4] Language assessment: Principles and classroom practices.
Fairbairn, Shelley B.
[J]. TESOL QUARTERLY, 2005, 39 (02) : 344 - 346
[5] Language assessment principles and classroom practices.
Cortez, Denise Cloonan
[J]. MODERN LANGUAGE JOURNAL, 2006, 90 (03): : 453 - 454
[6] Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners
Davin, Kristin J.
Troyan, Francis J.
Hellmann, Ashley L.
[J]. LANGUAGE AND SOCIOCULTURAL THEORY, 2014, 1 (01) : 1 - 23
[7] Does formal assessment of comprehension by SLT agree with teachers' perceptions of functional comprehension skills in the classroom?
Purse, Katie
Gardner, Hilary
[J]. CHILD LANGUAGE TEACHING & THERAPY, 2013, 29 (03): : 343 - 357
[8] Classroom assessment: Principles and practice for effective instruction.
Hess, B
Payne, DA
[J]. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 2001, 19 (02) : 171 - 174
[9] The influence of large-scale assessment of reading comprehension on classroom practice: A commentary
Wixson, KK
Carlisle, JE
[J]. Children's Reading Comprehension and Assessment, 2005, : 395 - 405
[10] Classroom Assessment Principles to Support Learning and Avoid the Harms of Testing
Shepard, L. A.
Penuel, W. R.
Pellegrino, J. W.
[J]. EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE, 2018, 37 (01) : 52 - 57

← 1 2 3 4 5 →