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Assessing Student Performance: Exploring the Purpose and Limits of Testing

Assessing Student Performance: Exploring the Purpose and Limits of Testing

Assessing Student Performance: Exploring the Purpose and Limits of Testing
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Assessing Student Performance: Exploring the Purpose and Limits of Testing Hard cover - 1993

by Wiggins, Grant P

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  • Hardback
Used - Fine in fine dust jacket.

Description

San Francisco, CA: Jossey-Bass. 1993. Hard cover. Fine in fine dust jacket.. Sewn binding. Cloth over boards. Jossey-Bass Education. Audience: General/trade. . No previous owner's name. Clean, tight pages. No bent corners. No remainder mark. .
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Details

  • Title Assessing Student Performance: Exploring the Purpose and Limits of Testing
  • Author Wiggins, Grant P
  • Binding Hardback
  • Edition [ Edition: Repri
  • Condition Used - Fine in fine dust jacket.
  • Pages 316
  • Volumes 1
  • Language ENG
  • Publisher Jossey-Bass, San Francisco, CA
  • Publication date 1993
  • Bookseller's Inventory # Alibris.0049433
  • ISBN 9781555425920 / 1555425925
  • Weight 1.31 lbs (0.59 kg)
  • Dimensions 9.28 x 6.33 x 1.09 in (23.57 x 16.08 x 2.77 cm)
  • Category Education / Teaching
  • Library of Congress Catalogue Number 93029490
  • Dewey Decimal Code 371.264
  • Quantity available 1

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Reader reviews for Assessing Student Performance: Exploring the Purpose and Limits of Testing

From the publisher

Wiggins has written the most comprehensive and exhaustive treatise available on the imperative to change the ways we test and assess student performance.
Educational Leadership

By showing us that assessment is more that testing and intellectual performance is more than right answers, Wiggins points the way toward new systems of assessment that more closely examine students' habits of mind and provide teachers with more useful and credible feedback.

About the author

GRANT P. WIGGINS is director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a not-for-profit educational research and consulting organization in Geneseo, New York. He has consulted with numerous schools, districts, and states on assessment and curriculum reform, including Kentucky, California, New York, Vermont, and Maryland.
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