Literaturnachweis - Detailanzeige
| Autor/inn/en | Gove, Amber; Habib, Samir; Piper, Benjamin; Ralaingita, Wendi |
|---|---|
| Titel | Classroom-Up Policy Change: Early Reading and Math Assessments at Work |
| Quelle | In: Research in Comparative and International Education, 8 (2013) 3, S.373-386 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1745-4999 |
| DOI | 10.2304/rcie.2013.8.3.373 |
| Schlagwörter | International Programs; Measurement; Reading Tests; Mathematics Tests; Educational Assessment; Test Construction; Testing; Elementary School Students; Case Studies; Educational Improvement; Reading Instruction; Mathematics Instruction; Test Use; Equal Education; Primary Education; Foreign Countries; Egypt; Kenya |
| Abstract | This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum. The history of the design and implementation of the tools, as well as case studies of their use in Egypt and Kenya, are a useful counterbalance to the experience of the more traditional international large-scale assessments (ILSAs) documented in this special issue--in particular for understanding the needs of countries struggling to transform "education for all" into "learning for all". (As Provided). |
| Anmerkungen | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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