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Use of Formative and Diagnostic Assessments: Embedded Teaching and Learning Opportunities
Tue, April 12, 2:15 to 3:45pm, Convention Center, Floor: Level Three, Ballroom BSession Type: Roundtable Session
Sub Unit
Chair
Papers
Differentiated Effects of Children's Demographics, Previous Schooling, and Early Interventions on Their Foundational Numeracy Skills - Samuel M. Zheng, Toronto District School Board; Stefanie De Jesus, Toronto District School Board ; Roula Anastasakos, Toronto District School Board; Sheryl Robinson Petrazzini, Toronto District School Board; Daniel Ansari; Stephanie Bugden, University of Pennsylvania
Education Quality and Efficiency in Resource-Constrained Environments: Assessing Bolivian Schools per Sociocultural Context - Joao Neiva de Figueiredo, Saint Joseph's University; Miguel Angel Marca Barrientos, Fe y Alegria Bolivia
Extending Learning Progressions to Self-Assessment: Students Finding "Best Fit" for Learning and Instruction - Despina Pitsoulakis, University of California - Los Angeles; Alison L. Bailey, University of California - Los Angeles
Opportunities to Learn at School: Profiles of Students Reaching a High TIMSS (Trends in International Mathematics and Science Study) Science Benchmark - Melinda M. Whitford, University at Buffalo - SUNY
The Impact of a Diagnostic and Formative Assessment on Elementary Reading Achievement - Meghan Liebfreund, Towson University; Stephen R. Porter, North Carolina State University