Limiting the Unintended Consequences of High-Stakes Testing.
Interviews with 61 teachers and administrators in four Minnesota school districts suggest that, in their judgment, Minnesota's state-mandated tests were well-aligned with curricular priorities and teachers' instructional goals, emphasizing critical thinking as well as competencies needed to pass the...
保存先:
| 第一著者: | |
|---|---|
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Arizona State University
2005-10-01
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| シリーズ: | Education Policy Analysis Archives |
| 主題: | |
| オンライン･アクセス: | http://epaa.asu.edu/ojs/article/view/148 |
| タグ: |
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