Literaturnachweis - Detailanzeige
Autor/in | Ediger, Marlow |
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Titel | What Knowledge Is Most Worth? |
Quelle | In: Thrust for Educational Leadership, 16 (1987) 5, S.38 |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Stellungnahme; Academic Achievement; Curriculum; Educational Improvement; Educational Objectives; Educational Testing; Elementary Secondary Education |
Abstract | Citing test scores as evidence of student achievement ignores the value of curricular areas in which knowledge cannot be measured objectively. Educators and parents who criticize the effectiveness of public education often do so on the basis of test scores rather than in terms of alternative, subjective educational goals. (PGD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |