Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics

If we wish to embed assessment for accountability within instruction, we need to better understand the relative contribution of different types of learner data to statistical models that predict scores and discrete achievement levels on assessments used for accountability purposes. The present work...

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Veröffentlicht in:	Journal of Learning Analytics 2019-01, Vol.6 (2), p.153-174
Hauptverfasser:	Zheng, Guoguo, Fancsali, Stephen Edward, Ritter, Steven, Berman, Susan
Format:	Artikel
Sprache:	eng
Schlagworte:	Accountability Achievement Tests Formative Evaluation Grade 6 Grade 7 Grade 8 Intelligent Tutoring Systems Mathematics Achievement Mathematics Instruction Predictor Variables Public Schools Scores Standardized Tests State Standards Summative Evaluation
Online-Zugang:	Volltext
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