Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2024-05-22 DOI:10.1080/10627197.2024.2354297

Melissa L. Gholson, Lorraine Sova, Maurice Cogan Hauck, Linda Howley, And Traci Albee

引用次数: 0

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将 "以证据为中心的设计 "原则推广到不同人群：认知障碍最严重的 K-12 英语学习者

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.