Assessment in Support of Contextually Authentic Inquiryby: Cory A. Buxton

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If research into the assessment of science learning is going to make a difference for teachers, it must be applicable to the realities of K—12 classrooms. This research study conducted in urban elementary schools focused on how students and teachers engaged in both contextually authentic assessment and the new realities of high-stakes testing.

Grades
  • Elementary
  • Middle
  • High
  • College
Publication Date
1/1/2006

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