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Akira Kondo
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Examining the assessment literacy required for interpreting score reports: A focus on educators of K–12 English learners
AA Kim, M Chapman, A Kondo, C Wilmes
Language Testing 37 (1), 54-75, 2020
432020
Interpretation and use of K-12 language proficiency assessment score reports: Perspectives of educators and parents
AA Kim, A Kondo, A Blair, L Mancilla, M Chapman, C Wilmes
Wisconsin Center for Education Research. Retrieved August 22, 2017, 2016
122016
Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8.
AA Kim, A Kondo, A Blair, L Mancilla, M Chapman, C Wilmes
Wisconsin Center for Education Research, 2016
22016
Examining Preschool-Aged Dual Language Learners' Language Use: From a Functional Approach. WCER Working Paper No. 2016-1.
AA Kim, A Kondo, M Castro
Wisconsin Center for Education Research, 2016
22016
From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States
A Kondo
University of Wisconsin--Madison, 2016
2016
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