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Author: Alan S. Willmott
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 106
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Book Description
Author: Alan S. Willmott
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 106
Get Book Here
Book Description
Author: Alan S. Willmott
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
Get Book Here
Book Description
Author: Alan S. Willmott
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 128
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Book Description
Author: Walter Edgar Gordon
Publisher:
ISBN:
Category : Examinations
Languages : en
Pages : 46
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Book Description
Author: Sterling Gardner Brinkley
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 136
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Book Description
Author: John Gardner
Publisher: Routledge
ISBN: 1317282000
Category : Education
Languages : en
Pages : 235
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Book Description
Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with ‘high stakes’ outcomes such as university entry or selection for employment. When the individual’s results do not chime with their or their teachers’ expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.
Author: Rose Gustava Anderson
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 60
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Book Description
Author: Robert William Brierley Jackson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 140
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Book Description
Author: Gene V Glass
Publisher:
ISBN:
Category : Multiple-choice examinations
Languages : en
Pages : 126
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Book Description
Author: Randy E. Bennett
Publisher: Springer
ISBN: 3319586890
Category : Education
Languages : en
Pages : 717
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Book Description
This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment.
