Framing assessment today for the future: Issues and challenges
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Assessment-and its interface with curriculum, teaching and learning-has always been a significant component of classroom practice. Research has indicated that typical teachers spend between one-third and one-half of their class time engaged in one or another type of assessment or learning evaluation activity (Stiggins & Conklin, 1992). However, research has also expressed concern that the knowledge that teachers hold about assessment matters has been limited, with scant attention paid to this area in teacher-preparation programs (Christie et al., 1991; Louden et al., 2005; Matters, 2006).
Educational Assessment in the 21st Century: Connecting Theory and Practice
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Education Assessment and Evaluation