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Author: Gerry Shiel
Publisher: World Bank Publications
ISBN: 082139584X
Category : Education
Languages : en
Pages : 297
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Book Description
This volume provides step-by-step details on how to analyze data collected in a national assessment, with an introduction to statistical analyses normally carried out in these large-scale assessments, item and test analysis, and a CD contains with analysis software (IATA), exercises and supporting data files.
Author: Gerry Shiel
Publisher: World Bank Publications
ISBN: 082139584X
Category : Education
Languages : en
Pages : 297
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Book Description
This volume provides step-by-step details on how to analyze data collected in a national assessment, with an introduction to statistical analyses normally carried out in these large-scale assessments, item and test analysis, and a CD contains with analysis software (IATA), exercises and supporting data files.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309172861
Category : Education
Languages : en
Pages : 136
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Book Description
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: Vincent Greaney
Publisher: World Bank Publications
ISBN: 0821372599
Category : Education
Languages : en
Pages : 178
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Book Description
The National Assessments of Educational Achievement Series introduces readers to key concepts and issues related to assessments of student achievement levels. The first volume focuses on policy issues which should be addressed when designing and carrying out a national assessment. It features country case studies, and descriptions of major international and regional assessment programs. The remaining books in the series cover test development, sampling, data cleaning, statistics, report writing and using national assessment results to improve educational quality.
Author: Gerry Shiel
Publisher: World Bank Publications
ISBN: 1464805156
Category : Education
Languages : en
Pages : 364
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Book Description
Une évaluation efficace de la performance des systèmes éducatifs est un élément clé de l’élaboration des politiques visant à optimiser le développement du capital humain dans le monde. Les cinq volumes de la série Évaluations nationales des acquis scolaires introduisent des concepts clés des évaluations nationales des niveaux de performance des élèves, depuis les questions de politiques à traiter pendant la conception et la réalisation des évaluations jusqu’à la mise au point des tests, l’échantillonnage, le nettoyage des données, les statistiques, la rédaction des rapports et l’utilisation des résultats pour améliorer la qualité de l’éducation. Analyser les données issues d’une évaluation nationale des acquis scolaires est le quatrième des cinq volumes de la série Évaluations nationales des acquis scolaires. Les autres volumes ont décrit les procédures d’une évaluation jusqu’au stade où les données ont été préparées pour l’analyse statistique, le sujet de ce volume. Les analyses précises effectuées dépendent des besoins en information des responsables des politiques et des gestionnaires de l’éducation. Dans la plupart des évaluations nationales, ces besoins ont trait à la qualité des acquis des élèves, aux facteurs liés à l’apprentissage, aux questions d’équité, et dans certains cas, à l’évolution du rendement de l’éducation au fil du temps. Le volume 4, qui comprend deux parties, détaille étape par étape la manière d’analyser les données collectées lors d’une évaluation nationale. La partie I offre une présentation générale des analyses statistiques généralement effectuées dans les évaluations à grande échelle, pour mesurer la tendance centrale et la dispersion des scores des élèves ainsi que les relations entre les variables. La partie II décrit le logiciel IATA (Item and Test Analysis), qui utilise la théorie classique des tests et celle de la réponse à l’item pour déterminer des échelles pour les scores des élèves. Les étapes de l’analyse des données issues de l’administration des tests pilote et final sont décrites en détail. Un CD d’accompagnement contient des exercices spécialement conçus et les fichiers de données correspondants pour les deux parties du volume. Cet ouvrage sera d’un intérêt certain pour les spécialistes de l’évaluation appartenant aux pouvoirs publics nationaux, régionaux et locaux ainsi que pour les institutions de recherche et les universités.
Author: Prue Anderson
Publisher: World Bank Publications
ISBN: 0821374982
Category : Education
Languages : en
Pages : 190
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Book Description
Developing Tests and Questionnaires for a National Assessment of Educational Achievement is the second in the National Assessments of Educational Achievement series. It is designed to help build capacity in carrying out technically adequate assessments of national levels of student achievement. It introduces readers to the activities involved in the development of achievement tests, and includes developing an assessment framework, writing multiple choice and constructed response type items, pretesting, producing test booklets, and handscoring items. A section on questionnaire construction feat.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
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: Marguerite Clarke
Publisher: World Bank Publications
ISBN: 1464816603
Category : Education
Languages : en
Pages : 172
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Book Description
To improve their education systems, countries around the world have increasingly initiated national largescale assessment programs or participated in international or regional large-scale assessment studies for the first time. Well-constructed large-scale assessments can provide credible information on student achievement levels, which, in turn, can promote better resource allocation to schools, stronger education service delivery, and improved learning outcomes.The World Bank developed this 'Primer on Large-Scale Assessments of Educational Achievement' as a firststop resource for those wanting to understand how to design, administer, analyze, and use the results from these assessments of student achievement. The book addresses frequently asked questions from people working on large-scale assessment projects and those interested in making informed decisionsabout them. Each chapter introduces a stage in the assessment process and offers advice, guidelines, andcountry examples. This book also reports on emerging trends in large-scale assessment and provides updated information on regional and international large-scale assessment programs.DIRK HASTEDT, Executive Director of the International Association for the Evaluation of Educational Achievement (IEA): 'A special feature of the publication is that it not only gives an overview of technical specifications, but also includes examples from around the world on how countries are conducting large-scale assessments, what they found, and how the results were used. With this perspective, the Primer on Large-Scale Assessments of Educational Achievement is an excellent and easy-to-read publication to get a comprehensive overview oflarge-scale assessments and how and why they are conducted.'SILVIA MONTOYA, Director of UNESCO Institute for Statistics (UNESCO UIS): 'If you are responsible for learning assessment in a country and are searching for a comprehensive, yet readable, guide on large-scale assessment, this is your book. Extremely well structured and written, this primer is easy to follow, and makes points clearly and concisely. It is an excellent resource that explores the steps for a good large-scale assessment with examples from all international large-scale assessment programs.'ANDREAS SCHLEICHER, Director for the Directorate of Education and Skills and Special Advisor on Education Policy to the Organization for Economic Cooperation and Development’s (OECD) Secretary-General: 'Many countries have joined international educational assessments to benchmark quality, equity, and efficiency in their education systems. But what does it take to design and implement those efforts well and to draw value from this to help students learn better, teachers teach better, and schools to work more effectively? This Primer on Large-Scale Assessments of Educational Achievement helps policy makers and their technical teams to find answers to these questions.'ANDREI VOLKOV, Director of the Institute for Public Strategy, Moscow School of Management SKOLKOVO: 'In 2008, when the Russia Education Aid for Development (READ) Program was launched, we determined its main goal as the improvement of the quality of basic education. Today, the READ Program keeps setting trends as the largest Russian initiative promoting educational assessment. Approaches developed within the READ Program, from building institutional and expert capacity to influencing educational reforms, have proven their efficacy in many countries. The Primer on Large-Scale Assessments of Educational Achievement brings together in a practical format the best experience and case studies in conducting assessments under the READ Program. An especially important feature of the book is an integrated capacity building component, which makes it a practical tutorial ready for use in different cultural contexts. Through this book, we hope that our collective experience gathered during READ will be widely shared, bringing us closer to ach
Author: James J. Heckman
Publisher: University of Chicago Press
ISBN: 022610012X
Category : Business & Economics
Languages : en
Pages : 469
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Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Author: Vincent Greaney
Publisher: World Bank Publications
ISBN: 0821385909
Category : Education
Languages : en
Pages : 289
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Book Description
This book focuses on the practical tasks involved in running a large-scale national assessment program. Part I gives an overview, Part II a methodology to select a representative student sample, Part III how to clean and manage data, and Part IV useful pre-analysis steps such estimates, survey weights, and similar.
