Extract
Editors' introduction.
This issue of the Journal of Thought addresses a number of significant issues central to multicultural/diversity (MCD) learning outcome assessment and assessment plans in teacher education. Among the issues addressed by the contributing authors are the ethical use of assessments and the impact of desegregation trends on assessment systems. In addition, attention is focused on questions regarding measuring knowledge bases, implementing web-based surveys across programs, promoting equity and accountability through...
See the full content of this document
Sponsored links
