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From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings


reviewed by Susan M. Brookhart — November 16, 2011

coverTitle: From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings
Author(s): David Carless
Publisher: Routledge, New York
ISBN: 0415880823, Pages: 280, Year: 2010
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Cite This Article as: Teachers College Record, Date Published: November 16, 2011
http://www.tcrecord.org ID Number: 16603, Date Accessed: 10/21/2017 6:22:12 AM

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About the Author
  • Susan Brookhart
    School of Education at Duquesne
    E-mail Author
    SUSAN M. BROOKHART, Ph.D., is an independent educational consultant and author based in Helena, Montana. Sue’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is author or co-author of eleven books and over 50 articles on classroom assessment, teacher professional development, and evaluation. She serves on the editorial boards of several journals. Sue received her Ph.D. in Educational Research and Evaluation from The Ohio State University in 1989, after teaching in both elementary and middle schools. She was a full-time faculty member at Duquesne University from 1989 through 2003, most recently as Professor and Chair of the Department of Educational Foundations and Leadership. She currently serves as a Senior Research Associate in the Center for Advancing the Study of Teaching and Learning in the School of Education at Duquesne.
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