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A Model for Constructing Higher-Level Classroom Assessments

Truus Dekker 

August 2007, Volume 101, Issue 1, Page 56

Abstract:
The use of a Dutch pyramid model that may help teachers design assessment problems that go beyond procedural operations. The author offers a design for producing a balanced, time restricted test, which reflects conceptual understanding as well as factual and procedural knowledge.

Keywords:
Article
Assessment / Testing
Teacher in Training / Preservice Teacher
Grades 9-12
Theory