@inproceedings{6139c867859f44f3a0eb2e9600269144,
title = "A multi-level assessment strategy: (Dis)Continuity in making learning visible differently",
abstract = "The range of assessment follows from theoretical assumptions that represent skills and concepts differently, and increasingly wrestle with representations of practices. A pragmatic strategy for coordinating and leveraging these differences may provide degrees of continuity across each, and scaffold both individual performance and collective participation in domain practices. This poster profiles a case study of (dis)continuity across one such pragmatic organization of assessment. Findings suggest methodological limits for illuminating discontinuity and a more tractable approach.",
author = "Zuiker, {Steven J.} and Hickey, {Daniel T.}",
year = "2006",
language = "English (US)",
isbn = "0805861742",
series = "ICLS 2006 - International Conference of the Learning Sciences, Proceedings",
pages = "1012--1013",
booktitle = "ICLS 2006 - International Conference of the Learning Sciences, Proceedings",
note = "7th International Conference of the Learning Sciences, ICLS 2006 ; Conference date: 27-06-2006 Through 01-07-2006",
}