Rationale and Use of Content-relevant Achievement Tests for the Evaluation of Instructional Programs PDF Download
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Author: Marianne Patalino
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 106
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Book Description
Author: Marianne Patalino
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 106
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Book Description
Author: Marianne Patalino Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380
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Book Description
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: Williamson F. Evers
Publisher: Hoover Institution Press
ISBN: 0817929835
Category : Education
Languages : en
Pages : 353
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Book Description
This book takes a hard look at the professional, technical, and public policy issues surrounding student achievement and teacher effectiveness—and shows how testing and accountability can play a vital role in improving American schools.
Author: David A. Erlandson
Publisher: Routledge
ISBN: 1317920279
Category : Education
Languages : en
Pages : 209
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Book Description
Written in a conversational style for principals who are not statisticians, this book will help you use measurement and evaluation to propel your school towards educational excellence.
Author: Robert L. Linn
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 586
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Book Description
For Test and Measurement courses, this volume introduces prospective teachers to all of the elements of measurement and assessment that are essential to good teaching, including the techniques needed to create, use, evaluate, and interpret the full spectrum of both published and self-created assessment vehicles.
Author: Paul D. Eggen
Publisher: Pearson Education
ISBN: 9780132610216
Category : Educational psychology
Languages : en
Pages : 0
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Book Description
Educational Psychology: Windows on Classrooms, Ninth Edition, will help you increase student learning and development. It is the most applied book in the field. If you're looking for a book that gives you a sound theoretical and research-based foundation and then provides specific and concrete illustrations and guidelines for applying this theory and research with your students, this is the book for you. The book uses an integrated-case approach. Each chapter begins with a case study taken from actual classroom practice. But, instead of stopping there, Eggen and Kauchak then weave the case throughout each chapter--extracting specific illustrations from it, and in some instances even taking dialogue from the lesson--to illustrate classroom applications of sometimes abstract and hard to understand theory and research.
