Miki K. Tomita, Ph.D.
Affiliations: | 2009 | Stanford University, Palo Alto, CA |
Area:
Sciences Education, Curriculum and Instruction Education, Tests and Measurements EducationGoogle:
"Miki Tomita"Mean distance: 26716.5
Parents
Sign in to add mentor| Richard J. Shavelson | grad student | 2009 | Stanford | |
| (Examining the influence of formative assessment on conceptual accumulation and conceptual change.) | ||||
BETA: Related publications
See more...
Publications
|
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
| Yin Y, Tomita MK, Shavelson RJ. (2014) Using Formal Embedded Formative Assessments Aligned with a Short-Term Learning Progression to Promote Conceptual Change and Achievement in Science International Journal of Science Education. 36: 531-552 |
| Brandon PR, Young DB, Shavelson RJ, et al. (2008) Lessons learned from the process of curriculum developers' and assessment developers' collaboration on the development of embedded formative assessments Applied Measurement in Education. 21: 390-402 |
| Yin Y, Shavelson RJ, Ayala CC, et al. (2008) On the impact of formative assessment on student motivation, achievement, and conceptual change Applied Measurement in Education. 21: 335-359 |
| Ayala CC, Shavelson RJ, Araceli Ruiz-Primo M, et al. (2008) From formal embedded assessments to reflective lessons: The development of formative assessment studies Applied Measurement in Education. 21: 315-334 |
| Shavelson RJ, Young DB, Ayala CC, et al. (2008) On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers Applied Measurement in Education. 21: 295-314 |