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Author: Mr.Abdul Abiad
Publisher: International Monetary Fund
ISBN: 1451871791
Category : Business & Economics
Languages : en
Pages : 29
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Book Description
The IMF's Consultative Group on Exchange Rate issues (CGER) has been conducting exchange rate assessments as part of the surveillance process since 1997. This paper evaluates CGER assessments from 1997 to 2006, by comparing these to subsequent movements in real effective exchange rates (REER). We find that CGER's estimated misalignments have predictive power over future REER movements, especially over longer horizons and after changes in fundamentals are accounted for. But while CGER misalignments frequently predict the direction of currency movements correctly, misalignments have tended to be persistent, resulting in systematic errors-overprediction for undervalued currencies and underprediction for overvalued currencies.
Author: Mr.Abdul Abiad
Publisher: International Monetary Fund
ISBN: 1451871791
Category : Business & Economics
Languages : en
Pages : 29
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Book Description
The IMF's Consultative Group on Exchange Rate issues (CGER) has been conducting exchange rate assessments as part of the surveillance process since 1997. This paper evaluates CGER assessments from 1997 to 2006, by comparing these to subsequent movements in real effective exchange rates (REER). We find that CGER's estimated misalignments have predictive power over future REER movements, especially over longer horizons and after changes in fundamentals are accounted for. But while CGER misalignments frequently predict the direction of currency movements correctly, misalignments have tended to be persistent, resulting in systematic errors-overprediction for undervalued currencies and underprediction for overvalued currencies.
Author: Kadriye Ercikan
Publisher: Routledge
ISBN: 1317699750
Category : Education
Languages : en
Pages : 302
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Book Description
New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.
Author: Kenneth Hilton
Publisher: Walch Publishing
ISBN: 9780825138751
Category : Education
Languages : en
Pages : 138
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Book Description
Covers significant eras in U.S. history. Encourages students to analyze evidence, documents, and other data to make informed decisions. Includes guidelines for students, answer prompts, and a scoring rubric. Develops essential writing skills.
Author: Cristina Alarcón
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
ISBN: 9783631675168
Category : Education
Languages : en
Pages : 0
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Book Description
Large scale assessment influences national and international educational policy debates and reforms. Assessment data is increasingly used as a government instrument. However, within the contemporary realm of the current global testing regime both the cultural and the historical conditions of assessment are often neglected. This volume is therefore devoted to the reconstruction of "assessment cultures" (interpretation patterns, discourses, instruments, practices) and their involved groups of actors. The contributions cover examples of Western European, Eurasian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.
Author: Bruce A. VanSledright
Publisher: Routledge
ISBN: 1135044244
Category : Education
Languages : en
Pages : 161
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Book Description
Assessing Historical Thinking and Understanding advocates for a fundamental change in how educators think about making sense of learners’ developing cognition and understanding in history. Author Bruce VanSledright argues that traditional and typical standardized testing approaches are seldom up to the task of measuring the more complex understandings students are asked to attain, as they cannot fully assess what the student knows. Rather, he points forward along a path toward changes in learning, teaching, and assessing that closely aligns with the Common Core State Standards. He delves into the types of history knowledge the standards require, illustrates how they can be applied in-use in history learning contexts, and theorizes how the standards might fit together cognitively to produce deep historical understandings among students in teaching-learning contexts. By providing a variety of assessment strategies and items that align with the standards, and identifying rich, useful assessment rubrics applicable to the different types of assessments, he offers an important resource for social studies teachers and curriculum writers alike.
Author: Christopher Portal
Publisher:
ISBN: 9780582060432
Category : Ability
Languages : en
Pages : 68
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Book Description
Author: Joel Breakstone
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Article I considers the design process for new formative history assessments. Over the course of three years the Stanford History Education Group designed, piloted, and revised dozens of History Assessments of Thinking (HATs). As we created HATs, we sought to gather information about their cognitive validity, the relationship between the constructs targeted by the assessments and the cognitive processes students use to answer them. Three case studies trace the development of different HATs through analyses of draft assessments, student responses, and think aloud protocols. Design principles specific to formative history assessments emerged from these analyses: (1) assessments must be historically accurate; (2) assessments must target specific historical constructs; (3) assessment structure must align with targeted constructs; (4) assessments must yield useful information for teachers; (5) pilot data is indispensable. These finding suggest the need for increased attention on the construction and validation of new formative assessment materials for the history classroom. Article II examines the nature of the pedagogical content knowledge (PCK) required by teachers to interpret student responses to new, document-based History Assessments of Thinking (HATs). To consider influential factors in teachers' ability to make sense of student answers, 18 teachers with differing levels of classroom experience and preparation for teaching with historical documents completed semi-structured interviews. Teachers were asked to read sample student responses to HATs, evaluate them, and suggest possible curricular revisions to address shortcomings in the answers. Teachers with preparation and experience in teaching inquiry were better able to interpret student responses and suggest curricular interventions to improve student understanding. These teachers understood the challenges students face in interpreting historical sources and knew specific pedagogical strategies to address student misconceptions. In contrast, neither content knowledge nor general teaching experience provided teachers with a similar understanding of the challenges students face in interpreting primary sources or strategies for building students' historical understanding. Findings point to the existence of a particularized PCK for historical inquiry. Implications include suggestions about the need for further investigations into the dimensions of this construct and research on how these new assessments may prove useful in actual classroom settings. Article III details how teachers used formative history assessments in their classrooms. This design study explored how a group of three experienced high school teachers implemented History Assessments of Thinking (HATs) in their classrooms and the role that professional collaboration played in the process. An analysis of group meetings, teachers' interpretations of student responses, and observations of teachers' implementation of HATS revealed various barriers to formative assessment in history classrooms. Curricular misalignment, ingrained notions of summative assessment, and the feedback demands of formative assessment all represented obstacles to implementation. Despite these challenges, teachers used HATs to introduce aspects of historical thinking, monitor student understanding, and broach broader historical topics. Professional collaboration seemed to assist teachers in the implementation of HATs. However, widespread implementation of formative history assessments will require investment in new tools to support teachers.
Author: Kenneth Hilton
Publisher: Walch Education
ISBN: 9780825159039
Category : History
Languages : en
Pages : 0
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Book Description
Sharpen critical thinking and increase students understanding for U.S. History! Provides complete document-based questions for 22 significant events in U.S. history Guides students through the process of answering DBQs Encourages students to analyze documents in order to draw their own conclusions :: Sharpen critical thinking and increase students understanding for U.S. History! Provides complete document-based questions for 22 significant events in U.S. history Guides students through the process of answering DBQs Encourages students to analyze documents in order to draw their own conclusions
Author: Mr. Cian Allen
Publisher: International Monetary Fund
ISBN:
Category : Business & Economics
Languages : en
Pages : 68
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Book Description
The assessment of external positions and exchange rates of member countries is a key mandate of the IMF. The External Balance Assessment (EBA) methodology has provided the framework for conducting external sector assessments by Fund staff since its introduction in 2012. This paper provides the latest version of the EBA methodology, updated in 2022 with additional refinements to the current account and real exchange rate regression models, as well as updated estimates for other components of the EBA methodology. The paper also includes an assessment of how estimated current account gaps based on EBA are associated with future external adjustment.
Author: Sally Thorne
Publisher:
ISBN: 9781398314337
Category :
Languages : en
Pages : 216
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Book Description
