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dc.creatorBaker, E.L. (Eva L.)
dc.date.accessioned2010-08-11T08:58:38Z-
dc.date.available2010-08-11T08:58:38Z-
dc.date.issued2009-
dc.identifier.citationL. Baker, Eva. “From usable to useful assessment knowledge and evaluation” . ESE. Estudios sobre educación. 2009, Nº 16, PÁG.37-54.es_ES
dc.identifier.issn1578-7001-
dc.identifier.urihttps://hdl.handle.net/10171/9162-
dc.description.abstractIn this article contrasts are made between usable and useful knowledge. Usable knowledge represents knowledge that someone finds pertinent. Useful knowledge has a function and can lead to specific action. The applications to educational assessment and evaluation are clear in that much assessment knowledge is developed at a level that is nominally usable, but provides no real guidance in the improvement of learning. Knowledge management through the measurement of social and organizational capital is suggested as a strategy to augment accountability policies based exclusively on test scores. This approach would work as a way to set targets and monitor the development of schools as an institution, responsible for performance by adults and students that extend beyond measured performance.es_ES
dc.language.isoenges_ES
dc.publisherServicio de Publicaciones de la Universidad de Navarraes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectKnowledge managementes_ES
dc.subjectAssessmentes_ES
dc.subjectSocial capitales_ES
dc.subjectAccountabilityes_ES
dc.titleFrom usable to useful assessment knowledge and evaluationes_ES
dc.typeArticuloes_ES

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