This study examines the validity of the measures obtained from a performance assessment of students' developing context in a numeracy context. The study was based on three premises: that teachers could make valid and reliable judgments about their students in regular classroom situations; that numeracy competence was developmental and involved higher order thinking; and that using different performance tasks could provide information about changes in students' performances over time. (For complete abstract open document)
| Identifer | oai:union.ndltd.org:ADTP/245433 |
| Date | January 2004 |
| Creators | Callingham, Rosemary Anne |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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