Teacher candidates' perceptions of traditional classroom assessments and electronic portfolio classroom assessments
2007
- 64Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage64
- Downloads56
- Abstract Views8
Thesis / Dissertation Description
The purpose of this study was to determine if there are differences in teacher candidates' perceptions of the contributions of traditional classroom assessments and electronic portfolio classroom assessments to the candidates' development of their understanding of education core content areas and the use of reflections. The secondary purpose of this study was to determine teacher candidates' knowledge of Interstate New Teacher Assessment and Support Consortium (INTASC)(1992) principles given hours spent within the traditional and electronic portfolio classroom assessments.
Bibliographic Details
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