Abstract
Critical features important for transforming large-scale educational assessment into effective policy research are examined. These include a developmental orientation to time-ordered data, empirically-grounded construct interpretations of measures and relationships, speculative inquiry into the role of diverse contributing factors, and appraisal of alternative perspectives on both the questions and the findings.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
