Author: Daisy Christodoulou
Publisher: Oxford University Press - Children
ISBN: 0198413904
Category : Education
Languages : en
Pages :
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Book Description
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.
Author: James Workman
Publisher: IUCN
ISBN: 9782831709246
Category : Conservation of natural resources
Languages : en
Pages : 80
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Book Description
Author: David A. Sweet
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 4
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Book Description
Author: Theodore B. Pratt
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 250
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Book Description
During its first 14 years of existence, the National Assessment of Educational Progress (NAEP) was located at the Education Commission of the States (ECS). This annotated bibliography of 575 references lists all major publications by or about NAEP published between 1969 and 1983. References are in a classified arrangement, by specific or special assessment. Documents not dealing with a specific assessment are grouped by: Methodological Publications; Special Analyses; and General and Miscellaneous. Materials by NAEP are separated from materials about NAEP done by external organizations. Subject, Personal Author, and Preparing Institution indexes are provided. The compilation is based on materials (documents and journal articles) archived in the database of the Educational Resources Information Center (ERIC), and therefore most documents cited can be obtained through the ERIC Document Reproduction Service (EDRS). (WTB)
Author: G. Hughes
Publisher: Springer
ISBN: 1137267224
Category : Social Science
Languages : en
Pages : 205
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Book Description
Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.
Author:
Publisher: DIANE Publishing
ISBN: 142892860X
Category : Educational tests and measurements
Languages : en
Pages : 174
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Book Description
![Mathematics framework for the 2003 National Assessment of Educational Progress [developed for the National Assessment Governing Board under contract number Rn91084001 by the College Board]. PDF](https://books.google.com/books/content/images/frontcover/ieSqhErY-tIC?fife=w80-h100)
Author:
Publisher: DIANE Publishing
ISBN: 1428925848
Category : Mathematics
Languages : en
Pages : 83
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Book Description
Author: Scott T. Meier
Publisher: Oxford University Press, USA
ISBN: 019935667X
Category : Psychology
Languages : en
Pages : 233
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Book Description
Incorporating Progress Monitoring and Outcome Assessment into Counseling and Psychotherapy helps clinicians, students, and researchers learn how to employ and interpret PMOA measures.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309055873
Category : Education
Languages : en
Pages : 40
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Book Description
Author: James H. McMillan
Publisher: SAGE Publications
ISBN: 1452262055
Category : Education
Languages : en
Pages : 577
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Book Description
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
