The matter of assessor variance in early childhood education—Or whose score is it anyway?

• Variability in children's scores is attributable to assessors as well as the children themselves. • Assessments administered by teachers show substantially more assessor variance. • Extramural assessors produce the least amount of assessor variance. Useful assessment outcomes (as manifest thr...

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Veröffentlicht in:	Early childhood research quarterly 2012, Vol.27 (1), p.46-54
Hauptverfasser:	Waterman, Clare, McDermott, Paul A., Fantuzzo, John W., Gadsden, Vivian L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Assessment Assessors Children Classrooms Disadvantaged Youth Early childhood Early Childhood Education Early Intervention Evaluation Examiner Federal Programs Hierarchical linear modeling Holistic Approach Individual Differences Kindergarten Kindergartens Low Income Outcomes of Education Preschool Children Research and Development School Readiness Score variability Score Variation Statistical Analysis Theory Practice Relationship Variability Young Children
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