Oluwaseun Ijiwade
Dados Biográficos
| ID | 6913309 |
|---|---|
| NOME | Oluwaseun Ijiwade |
| PRENOMES | Oluwaseun |
| SOBRENOME | Ijiwade |
| ASSINATURA | IJIWADE O |
| AFILIAÇÕES | UNSW Sydney |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 0 |
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
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Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Computer Science (2 obras) · Student Assessment and Feedback (2 obras) · Assessment for learning (1 obras) · Educational assessment (1 obras) · Engineering (1 obras) · Epistemology (1 obras) · Explication (1 obras) · Formative assessment (1 obras) · Geology (1 obras) · Higher Education Learning Practices (1 obras)