Page 384 - Foundations of Learning, 4th Edition (Revised)
P. 384

3. Why is it a good idea to create a comprehensive list of criteria when a smaller selected list will be used
    for the assessment?

4. Can an attribute and a criterion be one and the same for situations when the focus of the assessment is
    narrow? Why or why not?

5. How is the quality of an assessment affected by the choice of criteria, attributes, and scales? Explain
    with examples.

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