{"title":"《学科中的形成性评估:构建专业学习的连续体》作者:玛格丽特·Heritage和E.卡罗琳·怀利(书评)","authors":"K. Daugherty","doi":"10.5325/jasseinsteffe.10.1-2.0112","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"21 1","pages":"112 - 114"},"PeriodicalIF":0.0000,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Formative Assessment in the Disciplines: Framing a Continuum of Professional Learning by Margaret Heritage and E. Caroline Wylie (review)\",\"authors\":\"K. Daugherty\",\"doi\":\"10.5325/jasseinsteffe.10.1-2.0112\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":56185,\"journal\":{\"name\":\"Journal of Assessment and Institutional Effectiveness\",\"volume\":\"21 1\",\"pages\":\"112 - 114\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Assessment and Institutional Effectiveness\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5325/jasseinsteffe.10.1-2.0112\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Assessment and Institutional Effectiveness","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5325/jasseinsteffe.10.1-2.0112","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
期刊介绍:
The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.