The interpretative nature of teachers' assessment of students' mathematics: Issues for equity
This paper discusses fairness and equity in assessment of mathematics. The increased importance of teachers' interpretative judgments of students' performance in highstakes assessments and in the classroom has prompted this exploration. Following a substantial theoretical overview of the f...
| Autors principals: | , |
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| Format: | Journal article |
| Idioma: | English |
| Publicat: |
2002
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