Cite This Article

Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges

Micron Rey Fuego — Psychology and Education: A Multidisciplinary Journal (2024)

APA APA 7th

Fuego, M. R. (2024). Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges. Psychology and Education: A Multidisciplinary Journal, 18(3), 281-302. https://doi.org/10.70838/pemj.180307

MLA MLA 9th

Fuego, Micron Rey. "Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges." Psychology and Education: A Multidisciplinary Journal, vol. 18, no. 3, 2024, pp. 281-302. DOI: 10.70838/pemj.180307.

CHI Chicago

Fuego, Micron Rey. "Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges." Psychology and Education: A Multidisciplinary Journal 18, no. 3 (2024): 281-302. https://doi.org/10.70838/pemj.180307.

HAR Harvard

Fuego, M. R. (2024) 'Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges', Psychology and Education: A Multidisciplinary Journal, 18(3), pp. 281-302. doi: 10.70838/pemj.180307.

IEEE IEEE

M. R. Fuego, "Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges," Psychology and Education: A Multidisciplinary Journal, vol. 18, no. 3, pp. 281-302, 2024. doi: 10.70838/pemj.180307.

VAN Vancouver

Fuego MR. Inclusive Classroom Assessment: K to 12 Teachers’ Practices and Challenges. Psychology and Education: A Multidisciplinary Journal. 2024;18(3):281-302. doi: 10.70838/pemj.180307.

BIB BibTeX

@article{micron2024,
  title     = {Inclusive Classroom Assessment: K to 12 Teachers&rsquo; Practices and Challenges},
  author    = {Micron Rey Fuego},
  journal   = {Psychology and Education: A Multidisciplinary Journal},
  volume    = {18},
  number    = {3},
  pages     = {281-302},
  year      = {2024},
  doi       = {10.70838/pemj.180307},
}