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Variety and Drift in the Functions and Purposes of Assessment in K–12 Education


by Andrew D. Ho - 2014


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Cite This Article as: Teachers College Record Volume 116 Number 11, 2014, p. 1-18
https://www.tcrecord.org ID Number: 17648, Date Accessed: 12/11/2019 4:04:25 PM
 
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About the Author
  • Andrew Ho
    Harvard Graduate School of Education
    E-mail Author
    ANDREW D. HO is Professor of Education at the Harvard Graduate School of Education. His research interests involve statistical and psychometric methods to improve high-stakes educational accountability metrics. His recent publications include a practitioner-oriented review of growth models (Castellano & Ho, 2013) and the development of an ordinal framework for estimating achievement gaps (Ho & Reardon, 2012). Castellano, K. E., & Ho, A. D. (2013). A practitioner's guide to growth models. Council of Chief State School Officers. Retrieved from Scholar.Harvard.edu; Ho, A. D., & Reardon, S. F. (2012). Estimating achievement gaps from test scores reported in ordinal “proficiency” categories. Journal of Educational and Behavioral Statistics, 37, 489-517. Retrieved from scholar.harvard.edu.
 
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