Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools.

Menezes, Igor G; Duran, Victor R; Mendonça Filho, Euclides J; Veloso, Tainã J; Sarmento, Stella M S; Paget, Christine L; Ruggeri, Kai

Menezes, Igor G; Duran, Victor R; Mendonça Filho, Euclides J; Veloso, Tainã J; Sarmento, Stella M S; Paget, Christine L; Ruggeri, Kai.

Afiliação

Menezes IG; Laboratory of Quantitative, Methods for Predictive Psychometrics, Psychology Institute, Federal University of BahiaSalvador, Brazil; Judge Business School, University of CambridgeCambridge, UK.
Duran VR; Laboratory of Quantitative, Methods for Predictive Psychometrics, Psychology Institute, Federal University of Bahia Salvador, Brazil.
Mendonça Filho EJ; Laboratory of Quantitative, Methods for Predictive Psychometrics, Psychology Institute, Federal University of Bahia Salvador, Brazil.
Veloso TJ; Laboratory of Quantitative, Methods for Predictive Psychometrics, Psychology Institute, Federal University of Bahia Salvador, Brazil.
Sarmento SM; Laboratory of Quantitative, Methods for Predictive Psychometrics, Psychology Institute, Federal University of Bahia Salvador, Brazil.
Paget CL; Department of Education, University of Oxford Oxford, UK.
Ruggeri K; Policy Research Group, Department of Psychology, University of Cambridge Cambridge, UK.

Front Psychol ; 7: 1727, 2016.

Article em En | MEDLINE | ID: mdl-27933004

Palavras-chave

Brazilian education system; education policies; hierarchical linear modeling; large-scale educational assessment; school achievement

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies País/Região como assunto: America do sul / Brasil Idioma: En Revista: Front Psychol Ano de publicação: 2016 Tipo de documento: Article País de publicação: Suíça

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