From Nationwide Standardized Testing to School-Based Alternative Embedded Assessment in Israel: Students' Performance in the Matriculation 2000 Project
By Yehudit Judy Dori. 2003
92 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/490fde57ad134c449c64200cfd307c3df576eefd
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- M. Barak
- Orit Herscovitz
- Masha Tsaushu
- Revital T. Tal
- R. Tierney
- R. Mamlok-Naaman
- Yehudit Judy Dori
- Avi Hofstein
In Education
- M. Barak
- Orit Herscovitz
- Masha Tsaushu
- Revital T. Tal
- R. Tierney
- R. Mamlok-Naaman
- Avi Hofstein
- Ziva Bar-Dov
Citations in the corpus
- Teaching biotechnology through case studies - can we improve higher order thinking skills of nonscience majors? (2003, methodology): “These findings are in accord with previous research results (Dori, 2003; Dori & Herscovitz, 1999; Tal, Dori, & Lazarowitz, 2000; Yerrick, 2000; Zohar & Namet, 2002).”
- Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, methodology): “The assessment of learning achievements is changing as worldwide reforms, particularly in science education, promote the shift from traditional teaching for algorithmic, lower-order thinking skills, to higher-order thinking skills (Barak 2007; Tobin et al. 1990; Zohar and Dori 2003).”
- Changing practices: influences on classroom assessment (2006, background): “Even those who appreciate the potential of assessment for learning report that it demands more time in practice (Morgan & Watson, 2002; Dori, 2003).”
- Case‐based Long‐term Professional Development of Science Teachers (2005, methodology): “The case study method fosters a constructivist learning environment and provides for evaluating students’ thinking skills (Dori, 2003; Wassermann, 1994) as well as teachers’ pedagogical content knowledge (Peterson & Treagust, 1998).”
- CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’ MISCONCEPTIONS IN CHEMISTRY? (2004, background): “Dori (2003) claims that Matriculation Examinations in Israel have been the dominant summative assessment tool of high school students over few decades.”