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Author : Anonim
Publisher : Unknown
Page : 40 pages
File Size : 46,6 Mb
Release : 1994
Category : Educational tests and measurements
ISBN : UGA:32108025829840
Author : Anonim
Publisher : Unknown
Page : 344 pages
File Size : 40,7 Mb
Release : 1997
Category : Education
ISBN : MINN:30000010540007
Author : Richard L. Venezky
Publisher : Unknown
Page : 46 pages
File Size : 43,5 Mb
Release : 1974
Category : Reading
ISBN : STANFORD:36105031565174
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment
Publisher : National Academies Press
Page : 383 pages
File Size : 46,7 Mb
Release : 2001-10-27
Category : Education
ISBN : 9780309293228
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author : IRA/NCTE Joint Task Force on Assessment,International Reading Association,National Council of Teachers of English
Publisher : International Reading Assoc.
Page : 60 pages
File Size : 41,8 Mb
Release : 2009-12-03
Category : Education
ISBN : 9780872077768
With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Author : Lorin W. Anderson
Publisher : Routledge
Page : 201 pages
File Size : 44,8 Mb
Release : 2003-02-26
Category : Education
ISBN : 9781135657598
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both. The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instruments and the collection of assessment information, then to the interpretation of assessment information and, finally, to reporting the results of both the assessment and the decision-making process. There is an emphasis throughout on linking why teachers assess with what and how they assess. Other key features include: * Practical Framework -- The book's framework corresponds to the framework that teachers use to grade their students: conduct (classroom behavior), effort (student motivation), and achievement (student learning). * Unique Chapters -- There are separate chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers, and administrators. * Flexibility -- Because of its modest length and price, and its practical focus on the links between assessment and everyday teacher decision making, this text can be used either in full-length assessment courses for teachers or to teach the assessment units in educational psychology or integrated methods courses.
Author : Anonim
Publisher : Unknown
Page : 1094 pages
File Size : 51,9 Mb
Release : 1995-12
Category : Government publications
ISBN : UIUC:30112075789062
Author : Anonim
Publisher : Unknown
Page : 1034 pages
File Size : 51,6 Mb
Release : 1995-10
Category : Government publications
ISBN : MINN:31951P00679464G
Author : James F. Baumann
Publisher : Prentice Hall
Page : 348 pages
File Size : 50,9 Mb
Release : 1988
Category : Education
ISBN : UVA:X001793997
Author : Paula J. Stanovich,Keith E. Stanovich
Publisher : Unknown
Page : 42 pages
File Size : 54,5 Mb
Release : 2003
Category : Education
ISBN : LCCN:52421858
As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
Author : W. James Popham
Publisher : Corwin Press
Page : 177 pages
File Size : 54,9 Mb
Release : 2016-11-02
Category : Education
ISBN : 9781506351537
Amplify your assessment literacy. Formative, data-driven, high-stakes—we all know the buzzwords surrounding educational testing. But we often shelve our understanding of these because they are overwhelmingly complex. Those who care about our schools and students—teachers, administrators, policymakers, parents, citizens—will discover how and why testing should be taken upon ourselves to advance. Using a nontechnical approach, this book offers fundamental knowledge to free you from testing fogginess—all framed around practical actions you can take to strengthen your assessment literacy. Inappropriate tests are leading to mistaken decisions, and this book provides everything you need to know to change that, including Reasons for tests Reliability/validity Fairness Test-building
Author : Jacob Easley, II
Publisher : University Press of America
Page : 135 pages
File Size : 42,7 Mb
Release : 2012-07-10
Category : Education
ISBN : 9780761854449
This book is developed from a study of an inner city, urban elementary school that has undergone serial comprehensive school reforms. This book is intended for a fuller understanding of school improvement and effectiveness, providing commonsense recommendations for the future direction of American education that aim to promote student success.
Author : Educational Resources Information Center (U.S.)
Publisher : Unknown
Page : 176 pages
File Size : 40,7 Mb
Release : 1978
Category : Education
ISBN : CORNELL:31924000607709
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment
Publisher : National Academies Press
Page : 136 pages
File Size : 43,6 Mb
Release : 1999-10-06
Category : Education
ISBN : 9780309172868
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author : Theodore Kowalski,Thomas J. Lasley
Publisher : Routledge
Page : 511 pages
File Size : 48,5 Mb
Release : 2010-04-15
Category : Education
ISBN : 9781135890841
Pt. 1. Theoretical and practical perspectives -- pt. 2. Building support for data-based decisions -- pt. 3. Data-based applications.