A multi-level assessment strategy: (Dis)Continuity in making learning visible differently

Steven J. Zuiker, Daniel T. Hickey

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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.

Original languageEnglish (US)
Title of host publicationICLS 2006 - International Conference of the Learning Sciences, Proceedings
Pages1012-1013
Number of pages2
StatePublished - Dec 1 2006
Externally publishedYes
Event7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States
Duration: Jun 27 2006Jul 1 2006

Publication series

NameICLS 2006 - International Conference of the Learning Sciences, Proceedings
Volume2

Other

Other7th International Conference of the Learning Sciences, ICLS 2006
CountryUnited States
CityBloomington, IN
Period6/27/067/1/06

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Zuiker, S. J., & Hickey, D. T. (2006). A multi-level assessment strategy: (Dis)Continuity in making learning visible differently. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 1012-1013). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 2).