The interpretative nature of teachers' assessment of students' mathematics: Issues for equity

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...

書誌詳細
主要な著者:	Morgan, C, Watson, A
フォーマット:	Journal article
言語:	English
出版事項:	2002

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