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Why Have Many (All?) Approaches to Improve K-12 Educator Assessment Literacy Failed to Produce Significant Changes in Teacher Practices at Scale?

Making Teachers Active Agents in Improving Assessment Literacy

Most of us would agree that if the problem of improving K-12 educator assessment literacy has not been solved, it is not because of a lack of trying. A quick search of books with “assessment literacy” in the title, or a more general search for books on formative assessment or classroom assessment, returns many excellent resources written by esteemed researchers, practitioners, and scholars.

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