Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/3468
Title: | A Multi-level Assessment Strategy: (Dis)Continuity in Making Learning Visible Differently |
Authors: | Zuiker, Steven J. Hickey, Daniel T. |
Issue Date: | Jun-2006 |
Publisher: | International Society of the Learning Sciences |
Citation: | Zuiker, S. J. & Hickey, D. T. (2006). A Multi-level Assessment Strategy: (Dis)Continuity in Making Learning Visible Differently. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 1012-1013). Bloomington, Indiana, USA: International Society of the Learning Sciences. |
Abstract: | The range of assessment follows from theoretical assumptions that represent skills and concepts differently, and increasingly wrestle with representations of practices. A pragmatic strategy for coordinating and leveraging these differences may provide degrees of continuity across each, and scaffold both individual performance and collective participation in domain practices. This poster profiles a case study of (dis)continuity across one such pragmatic organization of assessment. Findings suggest methodological limits for illuminating discontinuity and a more tractable approach. |
URI: | https://doi.dx.org/10.22318/icls2006.1012 https://repository.isls.org//handle/1/3468 |
Appears in Collections: | ICLS 2006 |
Files in This Item:
File | Size | Format | |
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1012-1013.pdf | 151.39 kB | Adobe PDF | View/Open |
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