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Parts Of The Whole: Thinking about Variance: Standards, Targets, Tracking, and Other Thoughts

Author(s): Dorothy Wallace

Journal: Numeracy
ISSN 1936-4660

Volume: 3;
Issue: 2;
Start page: 9;
Date: 2010;
Original page

Keywords: education policy | quantitative literacy | numeracy | assessment

Variation is a natural result of any process, including education. Understanding how variation propagates and increases is necessary for designing educational interventions that work for the intended population. We show how common strategies such as setting standards and tracking can accidentally produce unintended and undesirable results due to the way variation moves through a system.
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