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|Title:||A Multi-level Assessment Strategy: (Dis)Continuity in Making Learning Visible Differently|
|Authors:||Zuiker, Steven J.|
Hickey, Daniel T.
|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.|
|Appears in Collections:||ICLS 2006|
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