{"title":"评论：课堂评估在教育测量中的地位？","authors":"Susan M. Brookhart","doi":"10.1111/emip.12626","DOIUrl":null,"url":null,"abstract":"<p>This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 3","pages":"18-22"},"PeriodicalIF":2.7000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Commentary: Where Does Classroom Assessment Fit in Educational Measurement?\",\"authors\":\"Susan M. Brookhart\",\"doi\":\"10.1111/emip.12626\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.</p>\",\"PeriodicalId\":47345,\"journal\":{\"name\":\"Educational Measurement-Issues and Practice\",\"volume\":\"43 3\",\"pages\":\"18-22\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Measurement-Issues and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/emip.12626\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Measurement-Issues and Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/emip.12626","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本文是通过课堂评估的视角对教育测量基础能力（Ackerman et al.我的重点是课堂评估在 FCs 中的地位，以及在 NCME 和更广泛的教育测量中的地位。
Commentary: Where Does Classroom Assessment Fit in Educational Measurement?
This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
