This chapter begins with an analysis of the critical differences between psychometric and clinical assessment practices with respect to their goals, assumptions and procedures. Then the topic of the complex nature of teacher judgment of students, and of observation as one type of clinical assessment, will be discussed. The argument continues with an examination of the several forms of knowledge that students employ in the course of their school performances and it concludes with an extended illustration of the use of clinical assessment in exploring student competence.
KeywordsMetacognitive Knowledge School Work Student Knowledge School Problem School Knowledge
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