Articoli correlati a Assessment, Equity, and Opportunity to Learn
Sinossi
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.
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Descrizione del libro
This book offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among discourse communities.
L'autore
Pamela A. Moss is a Professor of Education at the University of Michigan School of Education. She is co-founder and co-editor of the journal Measurement: Interdisciplinary Research and Perspectives and editor of the 2007 yearbook of the National Society for the Study of Education titled Evidence and Decision Making.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
- EditoreCambridge University Press
- Data di pubblicazione2007
- ISBN 10 0521706599
- ISBN 13 9780521706599
- RilegaturaCopertina flessibile
- Numero edizione1
- Numero di pagine382
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Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives)
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ISBN 13: 9780521706599
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Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives)
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ISBN 13: 9780521706599
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ISBN 13: 9780521706599
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ASSESSMENT, EQUITY, AND OPPORTUNITY TO LEARN
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Rustica (tapa blanda). Condizione: New. Condizione sovraccoperta: Nuevo. 01. Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL as access to content, often content tested; access to resources; or access to instructional processes the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on sociocultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. This book offers educators, researchers, and policy analysts new to sociocultural perspectives a readable and engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on sociocultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one anothers work. LIBRO. Codice articolo 788410
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Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives)
Editore:
Cambridge University Press, 2008
ISBN 10: 0521706599
ISBN 13: 9780521706599
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Assessment, Equity, and Opportunity to Learn (Learning in Doing: Social, Cognitive and Computational Perspectives)
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ISBN 10: 0521706599
ISBN 13: 9780521706599
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Assessment, Equity, and Opportunity to Learn
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ISBN 13: 9780521706599
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