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Some Links Between Large-Scale and Classroom Assessments: The Case of the BEAR Assessment System


by Mark Wilson & Karen Draney 2004

In the section that follows, we explain the principles of the BEAR Assessment System and describe their application in the IEY curriculum. We then propose ways to make the BEAR Assessment System more compatible with traditional large-scale assessments. We conclude with a discussion of how to formulate a framework for understanding the relationships between classroom and large-scale assessments.


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This article originally appeared as NSSE Yearbook Vol 103. No. 2.


Cite This Article as: Teachers College Record Volume 106 Number 14, 2004, p. 132-154
http://www.tcrecord.org ID Number: 18587, Date Accessed: 10/24/2017 5:40:01 AM

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About the Author
  • Mark Wilson
    University of California, Berkeley
    E-mail Author
    MARK WILSON is a Professor of Education at the University of California, Berkeley. He specializes in measurement and assessment, particularly in education, and also in educational statistics.
  • Karen Draney
    University of California, Berkeley
    E-mail Author
    KAREN DRANEY completed her dissertation in 1995; she is currently a research coordinator for the Berkeley Evaluation and Assessment Research Center at the University of California, Berkeley.
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