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The Evolution of the National Assessment of Educational Progress: Coherence with Best Practice

by Edward H. Haertel & Ina V. S. Mullis - 1996

In this chapter, we describe hands-on activities from NAEP assessments in various content areas, activities which we believe could serve as useful models for instructional activities, for the assessment activities individual teachers use in support of their own instruction, or perhaps for large-scale high-stakes assessment programs. However, these different contexts and purposes are not interchangeable.

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This article originally appeared as NSSE Yearbook Vol 95, No. 1.

Cite This Article as: Teachers College Record Volume 97 Number 5, 1996, p. 287-304
https://www.tcrecord.org ID Number: 18800, Date Accessed: 10/26/2021 5:47:57 PM

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About the Author
  • Edward Haertel
    Stanford University
    E-mail Author
    EDWARD H. HAERTEL is Professor of Education, School of Education, Stanford University.
  • Ina Mullis
    Boston College
    E-mail Author
    INA V. S. MULLIS is Research Professor in the School of Education at Boston College, where she is affiliated with the Center for the Study of Testing, Evaluation, and Educational Policy.
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