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Educational measurement: issues and practice volume 37 issue 1 spring 2018
Special issue: strengthening the connections between classroom and large-scale assessments\r\nMaking measurement important for education: the crucial role of classroom assessment\r\nMark Wilson\r\nUsing learning and motivation theories to coherently link formative assessment, grading pratices, and large-scale assessment\r\nL. A. Shepard, W. R. Penuel, and J. W. Pellegrino\r\nLearning is the primary source of coherence in assessment\r\nSusan M. Brookhart\r\nMaking assessment work for teachers\r\nMargaret Heritage\r\nHow can assessment support learning? a response to Wilson and Shepard, Penuel, and Pellegrino\r\nDylan Wiliam\r\nThe opportunities and challenges of a systems approach to asessment\r\nScott F. Marion\r\nClassroom assessment: continuing the discussion\r\nMark Wilson\r\nClassroom assessment principles to support learning and avoid the harms of testing\r\nL. A. Shepard, W. R. Penuel, and J. W. Pellegrino
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