Kim Koh
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Improving teachers’ assessment literacy through professional development
KH Koh
Teaching Education 22 (3), 255-276, 2011
Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work
K Koh, A Luke
Assessment in Education: Principles, Policy & Practice 16 (3), 291-318, 2009
Examining the construct comparability of the English and French versions of TIMSS
K Ercikan, K Koh
International Journal of Testing 5 (1), 23-35, 2005
Comparability of bilingual versions of assessments: Sources of incomparability of English and French versions of Canada's national achievement tests
K Ercikan, MJ Gierl, T McCreith, G Puhan, K Koh
Applied Measurement in Education 17 (3), 301-321, 2004
Creating thinking schools through authentic assessment: The case in Singapore
KH Koh, C Tan, PT Ng
Educational Assessment, Evaluation and Accountability 24 (2), 135-149, 2012
Authentic assessment
K Koh
Oxford Research Encyclopedia of Education, 2017
Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design
K Koh, LECA Burke, A Luke, W Gong, C Tan
Language Teaching Research 22 (3), 264-288, 2018
Multi-group confirmatory factor analysis for testing measurement invariance in mixed item format data
KH Koh, BD Zumbo
Journal of Modern Applied Statistical Methods 7 (2), 12, 2008
Assessment for learning: Understanding teachers’ beliefs and practices
E Song, K Koh
The education system in Singapore
C Tan, K Koh, W Choy
Asian education systems, 129-148, 2016
Manifestation of differences in item-level characteristics in scale-level measurement invariance tests of multi-group confirmatory factor analyses
BD Zumbo, KH Koh
Journal of Modern Applied Statistical Methods 4 (1), 24, 2005
Navigating the tensions of innovative assessment and pedagogy in higher education.
J Lock, B Kim, K Koh, G Wilcox
Canadian Journal for the Scholarship of Teaching and Learning 9 (1), n1, 2018
Promoting reflection in pre-service teachers through problem-based learning: An example from Canada
K Koh, C Tan
Reflective Practice 17 (3), 347-356, 2016
The logic of confidence and the social economy of assessment reform in Singapore: A new institutionalist perspective
DJ Hogan, PA Towndrow, K Koh
Multicultural psychoeducational assessment, 213-252, 2009
Improving teachers' assessment literacy in Singapore schools: an analysis of teachers' assessment tasks and student work
KH Koh, RL Velayutham
Authentic assessment, teacher judgment and moderation in a context of high accountability
K Koh
Designing assessment for quality learning, 249-264, 2014
Improving teachers' assessment literacy
KH Koh
Prentice Hall, 2011
Innovation and enterprise in classroom practice: A discussion of enabling and disenabling pedagogical factors in P5 and S3 classrooms
A Luke, RA Rahim, KH Koh, S Lau, M Ismail, D Hogan
Singapore: Centre for Research in Instruction and Practice, 2005
What is the impact on exploratory factor analysis results of a polychoric correlation matrix from LISREL/PRELIS and EQS when some respondents are not able to follow the rating …
A Rupp, K Koh, BD Zumbo, IBD Zumbo, CO Ochieng
annual meeting of the American Educational Research Association (AERA) in …, 2003
The use of video technology in pre-service teacher education and in-service teacher professional development
K Koh
Cases of mathematics professional development in East Asian countries, 229-247, 2015
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