Literaturnachweis - Detailanzeige
| Autor/inn/en | Huynh, Ryan; Midyett, Chase; Quan, Delphean; Thurlow, Martha L.; Lazarus, Sheryl S. |
|---|---|
| Institution | National Center on Educational Outcomes (NCEO); Applied Engineering Management Corporation (AEM); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd; Center for Parent Information & Resources (CPIR) |
| Titel | The Formative Assessment Practices Landscape for Students with Disabilities: An Analysis of State Definitions and Practices, 2021. NCEO Report 435 |
| Quelle | (2022), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | State Departments of Education; Formative Evaluation; Student Evaluation; Evaluation Methods; Students with Disabilities; State Standards; Resources; Student Needs; Faculty Development |
| Abstract | This report outlines the approaches that state education agencies (SEAs) have taken in defining and using formative assessment practices, including practices to explicitly support students with disabilities. At the state level, there have been efforts to develop or adopt formal definitions of formative assessment practices that guide how these practices are used in instruction. Given the different approaches and definitions that might exist for formative assessment practices, this report aims to describe how states are communicating and supporting these practices with their districts and schools. (As Provided). |
| Anmerkungen | National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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