Pitfalls of Scholarship offers an array of reflections on higher education, its entanglements with humanity's pursuit of natural and social knowledge, and the impact national environments have upon it. This book considers the humanities, vocational, and scientific/technological sides of the university from the vantage-point of an Islamic studies scholar in twenty-first century American academia. Four discussions and a personal note make up the parts of these pages. The first discussion sets the stage with a description of the irregularities of our age of late modernity and the limits of scholarship in it. The second focuses on clashes of personal and academic knowledge with social assumptions and convictions. Guiding the discussion is an unlikely narrative from an old era where academic freedom did not exist. The third discussion points to the surprisingly negative impacts of obsession with research methods in the modern academy. "Scholarships of negation" are identified as the main illness of the age, next to popular exaggerations of the value of standard assumptions and excellent academic institutions. The fourth and final section deals with modern education's aspiration toward acquiring democratic quality, and the implications of further democratization of education.

Systematic Classroom Assessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective.

This Springer Brief provides theory, practical guidance, and support tools to help designers create complex, valid assessment tasks for hard-to-measure, yet crucial, science education standards. Understanding, exploring, and interacting with the world through models characterizes science in all its branches and at all levels of education. Model-based reasoning is central to science education and thus science assessment. Current interest in developing and using models has increased with the release of the Next Generation Science Standards, which identified this as one of the eight practices of science and engineering. However, the interactive, complex, and often technology-based tasks that are needed to assess model-based reasoning in its fullest forms are difficult to develop. Building on research in assessment, science education, and learning science, this Brief describes a suite of design patterns that can help assessment designers, researchers, and teachers create tasks for assessing aspects of model-based reasoning: Model Formation, Model Use, Model Elaboration, Model Articulation, Model Evaluation, Model Revision, and Model-Based Inquiry. Each design pattern lays out considerations concerning targeted knowledge and ways of capturing and evaluating students' work. These design patterns are available at http://design-drk.padi.sri.com/padi/do/NodeAction?state=listNodes&NODE_TYPE=PARADIGM_TYPE. The ideas are illustrated with examples from existing assessments and the research literature.

Focusing on crucial issues in higher education, this book challenges readers to go beyond taken-for-granted assumptions about America's colleges and universities and instead critically examine important questions facing them in today's troubled world. Each chapter presents divergent perspectives, that is, "pro" and "con" views, in the hope of stimulating reasoned dialogue among students, faculty, administrators, and the public at large. Readers will explore how internal factors in the academic community often interact with external social, economic, and political influences to produce conflictual results. They will see that academe is hardly value-neutral and inevitably political. This book urges them to transcend strident political persuasion and instead engage in the careful analysis needed to make colleges better. The text provides in-depth appraisal of key topics of controversy: the purposes of higher education, liberal education, academic freedom, political correctness, tenure, shared governance, faculty workload, admissions tests, student learning, Greek life, the worth of college, equity and social justice, athletics, student entitlement, technology and distance instruction, and college amenities. The book will appeal to students, faculty, staff, and all those interested in the future of higher education. It is especially useful for courses in contemporary issues in higher education, foundations of higher education, higher education and society, college student development, and the organization and administration of higher education.

Providing insight into the background, theory and practical applications of Universal Design for Learning (UDL), Transforming Higher Education through Universal Design for Learning: An International Perspective examines and shares best practice in UDL implementation worldwide to provide strategies for strengthening student accessibility, engagement and learning outcomes through the development of flexible learning environments. Drawing upon insightful, research-based contributions from educators and student service specialists in Australia, Belgium, Brazil, Canada, Ireland, Israel, Norway, South Africa, Spain, the UK and all across the USA, this book: considers diversity in the form of disability, minority ethnic groups, gender identities, first generation university students and varying socio-economic backgrounds; brings together key thinkers and actors in the field of UDL and expertly maps its practices to the higher educational domain; explores the multiple means of representation, expression and engagement that combine to create a successful UDL framework. Each chapter not only provides a different perspective of how UDL has helped meet the needs of all students to ensure that education is accessible, culturally responsive and socially just, but also considers how this can then be implemented into higher education environments the world over. This book is a crucial read for those who want to make a positive difference in higher education provision and outcomes.

Focusing on crucial issues in higher education, this book challenges readers to go beyond taken-for-granted assumptions about America's colleges and universities and instead critically examine important questions facing them in today's troubled world. Each chapter presents divergent perspectives, that is, "pro" and "con" views, in the hope of stimulating reasoned dialogue among students, faculty, administrators, and the public at large. Readers will explore how internal factors in the academic community often interact with external social, economic, and political influences to produce conflictual results. They will see that academe is hardly value-neutral and inevitably political. This book urges them to transcend strident political persuasion and instead engage in the careful analysis needed to make colleges better. The text provides in-depth appraisal of key topics of controversy: the purposes of higher education, liberal education, academic freedom, political correctness, tenure, shared governance, faculty workload, admissions tests, student learning, Greek life, the worth of college, equity and social justice, athletics, student entitlement, technology and distance instruction, and college amenities. The book will appeal to students, faculty, staff, and all those interested in the future of higher education. It is especially useful for courses in contemporary issues in higher education, foundations of higher education, higher education and society, college student development, and the organization and administration of higher education.

This unique text provides a step-by-step beginner's guide to applying the Rasch model in R, a probabilistic model used by researchers across the social sciences to measure unobservable ("latent") variables. Each chapter is devoted to one popular Rasch model, ranging from the least to the most complex. Through a freely available and user-friendly package, BlueSky Statistics, Lamprianou offers a range of options for presenting results, critically examines the strengths and weaknesses of applying the Rasch model in each instance, and suggests more effective methodologies where applicable. With a focus on simple software code which does not assume extensive mathematical knowledge, the reader is initially introduced to the so-called simple Rasch Model to construct a "political activism" variable out of a group of dichotomously scored questions. In subsequent chapters, the book covers everything from the Rating Scale to the Many-facets Rasch model. The final chapter even showcases a complete mock manuscript, demonstrating how a Rasch-based paper on the identification of online hate speech should look like. Combining theoretical rigor and real-world examples with empirical datasets from published papers, this book is essential reading for students and researchers alike who aspire to use Rasch models in their research.

Comprehensive coverage of all aspects of assessment of young children from birth through the third grade Written from a developmental perspective, Assessment in Early Childhood Education provides current and future teachers alike with a comprehensive overview of all aspects of early childhood assessment, including the different possibilities available - far more than standardized tests - and how to use them most effectively for the benefit of the children in their classrooms. Both traditional and authentic assessments designed by teachers are explained for preschool children and for kindergarten and third grade children who are transitioning into literacy. The 8th Edition has been updated with new learning features, a new chapter about technology, Common Core and State Standards information, important organizational changes, and more. Also available with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and Enhanced Pearson eText search for: 0135206073 / 9780135206072 Assessment in Early Childhood Education Plus Enhanced Pearson eText -- Access Card Package, 8/e Package consists of: 0135206529 / 9780135206522 Assessment in Early Childhood Education, 8/e 0135207940 / 9780135207949 Assessment in Early Childhood Education, Enhanced Pearson eText -- Access Card, 8/e

In response to growing pressure on early years practitioners to adopt a 'tick-box' approach to recording children's progress, Celebrating Children's Learning sets out a bold, alternative vision for assessment in the early years. Drawing upon an inspiring collaboration between London nursery schools, this book explores and reconsiders the purpose of observation in early years settings. Contributors provide a range of examples to guide early years practitioners as they develop their own methods of observation. Play, social interaction, and cooperation with parents are shown to be valuable opportunities for keen observation. Chapters discuss: - moving beyond data-focussed assesment - Characteristics of Effective Learning - ensuring inclusive assessment - collaborating with parents from diverse backgrounds - outdoor learning - a Forest School approach. Inspiring and empowering, Celebrating Children's Learning is essential reading for teachers, practitioners, and students involved in early education.

This book discusses competence, teacher competence, and professional error competence of teachers, and emphasizes the need for a training programme that supports the latter. The book starts out by presenting results from previous studies that underline the necessity to train professional error competence of teachers, especially in the field of accounting. The studies analysed include research in the field of accounting, and on the efficacy of teacher training. Next, considerations on training programmes are presented. From these analyses, a training programme was designed to support professional error competence in accounting. This training programme aims for increased knowledge about students' errors (content knowledge) and offers strategies to handle these errors (pedagogical content knowledge). Both are central facets of professional error competence. The book describes the development, characteristics, implementation, and evaluation of this programme. It details the test platform that was developed and used for the assessment of professional error competence, and critically discusses the results from the evaluation of the training programme from various perspectives. The current discussion on teacher training and expertise is influenced by empirical results obtained in international large-scale studies such as PISA and TIMSS. The findings of the studies underpin the discussion on teaching quality and teachers' professional competences. The key issue is that teacher competence has an impact on teaching quality and this, in turn, influences students' achievements. International comparative studies reveal that teachers often lack central competence facets, and therefore it is assumed that standard teacher training programmes may fail to successfully prepare student teachers for their tasks. Therefore, customized training programmes are currently being discussed. Their focus is mostly on pedagogical content knowledge and classroom practices, because these competence facets are essential for teaching quality.

This book constitutes the proceedings of the 19th International Conference on Technology Enhanced Assessment, TEA 2016, held in Tallinn, Estonia, in October 2016. The 16 full papers presented were carefully selected from 38 submissions. They are centered around topics like measurement of higher order skills; collaborative problem solving or presentation skills; the development of guidelines for authentication control; the role of self-assessment.

In this book, the authors provide readers with a straightforward approach to doing assessment in a way that is meaningful, manageable and sustainable over time. Including a straightforward overview of assessment concepts and principles, as well as practical, easy-to-follow instructions for multiple assessment tools and key steps in the assessment process, this book is a handy, all-in-one how-to guide. In addition, the text guides readers toward the development of a culture of assessment. Writing in a conversational tone that has helped the authors to successfully teach assessment principles and practices to faculty and administrators from a variety of academic disciplines and institutions, the book reads as if a friendly, supportive assessment professional is by your side. The book begins with an overview of the assessment process, and key assessment concepts and principles. Subsequent modules provide detailed instructions and specific tips for carrying out each step of the process, including three modules focused on creating and implementing specific assessment measurement tools. The authors recommend readers begin by reading Module 1, which provides a framework that will enhance understanding of each of the steps of the process that are spelled out in detail in subsequent modules. However, after that, each of the modules is designed to stand alone. Readers need not read the modules in order, nor do they need to read all of them, in order to benefit from the authorsaEURO (TM) guidance. In addition, the authors have created a video to accompany Module 10, in which they take readers step-by-step through the use of Excel spreadsheets to organize and present assessment data.

In recent decades physical education has moved from the margins, redefining itself as an academic subject. An important component of this transformation has been the introduction of high-stakes examinations at key points in a student's school career and the emergence of 'examination physical education' as the dominant paradigm in many educational systems around the world. This book is the first to explore the growing international literature on examination physical education and draw on research to extend the political, academic and professional debates around the subject to explore its limitations and possibilities. Addressing key topics such as curriculum development, assessment methods, and teacher education, it seeks to assess how our existing knowledge of examination physical education can be best translated into pedagogical practice in the classroom. Complementing other texts in the Routledge Studies in Physical Education and Youth Sport Series, it makes an original and informed contribution to current discussions of physical education. Examination Physical Education: Policy, Practice and Possibilities is important reading for any student, researcher or teacher educator with an interest in physical education, sports pedagogy and education policy.

Check pupils are on track and making expected progress with six reading comprehension tests for Year 1/P2. Carefully selected extracts provide a range of vocabulary, styles and content to build reading skills towards SATs. Photocopiable and editable, these informal tests help identify gaps in learning and next steps. Assess pupils' comprehension skills in Year 1 with questions that gradually introduce SATs style language to help build familiarity for end of KS1 tests. Measure progress every half term with short, illustrated, cross curricular fiction, non-fiction and poetry comprehension tests. Check pupils are on track for the expected standard with guidance and SATs style mark schemes. Save time with high quality tests written by primary literacy experts and a range of unseen age-appropriate extracts. Easy to use with national curriculum objectives and content domain references set out in a yearly overview. Available for Years 1-6/P2-P7, you can provide a consistent and systematic way of assessing reading comprehension in your school.

Check pupils are on track and making expected progress with six reading comprehension tests for Year 3/P4. Carefully selected extracts provide a range of vocabulary, styles and content to build reading skills towards KS2 SATs. Photocopiable and editable, these informal tests help identify gaps in learning and next steps. Assess pupils' comprehension skills in Year 3 with questions that use SATs style language to help build familiarity and confidence for end of KS2 tests. Measure progress every half term with illustrated, cross curricular fiction, non-fiction and poetry comprehension tests. There are two extracts per test. Check pupils are on track for the expected standard with guidance and SATs style mark schemes. Save time with high quality tests written by primary literacy experts and a range of unseen age-appropriate extracts. Easy to use with national curriculum objectives and content domain references set out in a yearly overview.Available for Years 1-6/P2-P7, you can provide a consistent and systematic way of assessing reading comprehension in your school.

Check pupils are on track and making expected progress with six reading comprehension tests for Year 4/P5. Carefully selected extracts provide a range of vocabulary, styles and content to build reading skills towards KS2 SATs. Photocopiable and editable, these informal tests help identify gaps in learning and next steps. Assess pupils' comprehension skills in Year 4 with questions that use SATs style language to help build familiarity and confidence for end of KS2 tests. Measure progress every half term with illustrated, cross curricular fiction, non-fiction and poetry comprehension tests. There are two extracts per test. Check pupils are on track for the expected standard with guidance and SATs style mark schemes. Save time with high quality tests written by primary literacy experts and a range of unseen age-appropriate extracts. Easy to use with national curriculum objectives and content domain references set out in a yearly overview. Available for Years 1-6/P2-P7, you can provide a consistent and systematic way of assessing reading comprehension in your school.

Check pupils are on track and making expected progress with six reading comprehension tests for Year 5/P6. Carefully selected extracts provide a range of vocabulary, styles and content to build reading skills towards KS2 SATs. Photocopiable and editable, these informal tests help identify gaps in learning and next steps. Assess pupils' comprehension skills in Year 5 with questions that use SATs style language to help build familiarity and confidence for end of KS2 tests. Measure progress every half term with illustrated, reading comprehension tests which cover stories, non-fiction, poetry and plays. There are two extracts per test. Check pupils are on track for the expected standard with guidance and SATs style mark schemes. Save time with high quality tests written by primary literacy experts and a range of unseen age-appropriate extracts. Easy to use with national curriculum objectives and content domain references set out in a yearly overview. Available for Years 1-6/P2-P7, you can provide a consistent and systematic way of assessing reading comprehension in your school.

Check pupils are on track and making expected progress with six reading comprehension tests for Year 6/P7. Carefully selected longer extracts provide a range of vocabulary, styles and content to build reading skills and stamina towards KS2 SATs. Photocopiable and editable, these informal tests help identify gaps in learning and next steps. Assess pupils' comprehension skills in Year 6 with questions that use SATs style language to help build confidence and prepare for end of KS2 tests. Measure progress every half term with illustrated, reading comprehension tests which cover stories, non-fiction, poetry and plays. There are two extracts per test. Check pupils are on track for the expected standard with guidance and SATs style mark schemes. Save time with high quality tests written by primary literacy experts and a range of unseen age-appropriate extracts. Easy to use with national curriculum objectives and content domain references set out in a yearly overview. Available for Years 1-6/P2-P7, you can provide a consistent and systematic way of assessing reading comprehension in your school.

This book provides ways of thinking for preservice and new teachers to transition from the theory behind curricular design to engaged teaching and learning in the classroom. It offers a comprehensive framework for the creation and implementation of one's own authentic and effective ELA curriculum. In addition to strategies for preservice teachers to develop their own pedagogies, lessons, and teaching techniques, Costigan also demonstrates how to design tools for teaching in the current testing- and standards-driven context of the educational reform movement. Containing real-life examples of reading and writing instruction, this book empowers preservice teachers to translate the concepts of curriculum design to actual ELA classroom practices that will engage students.

Why is assessment so important in the teaching-learning process?

How should we assess pupils in the primary classroom?

Assessing Learning in the Primary Classroom is an accessible introduction to the concepts critical to a professional understanding of this vital aspect of a teacher s role. It comprehensively considers the principles underpinning effective assessment, the different forms it can take and the different purposes it serves, both within and beyond the classroom.

Linking the latest research and theory with examples of assessment in the classroom, it considers key issues such as:

• Why we assess
• How we assess
• How we ensure quality in assessment: validity and reliability
• Assessment internal and external to the school
• Statutory assessment throughout the primary school
• Local, national and international assessment
• Using assessment results in pupil, teacher, school and system evaluation

Assessing Learning in the Primary Classroom is for all students undertaking their PGCE, those working at masters level, and experienced teachers who wish to broaden their understanding of both the value and pitfalls of educational assessment.

Across the globe, doctoral education is in the throes of change. Diversification, regulation and proliferation are just a few of the developments that pose major challenges for those supervising doctoral candidates. The second edition of A Handbook for Doctoral Supervisors has been fully updated to assist doctoral supervi

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students' learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students' socioeconomic background, class size, classroom climate, and teachers' experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students' active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students' learning.

"Teachers will want to run-not walk-to get a copy of this book. Test preparation is an important real-life skill, and this book provides step-by-step guidance to help students learn how to prepare for tests and demonstrate what they know." -Linda B. Gambrell, Distinguished Professor of Education Clemson University "If you want to help students become test-smart, this is the book for you. Rona Flippo is masterful at making a potentially difficult task-taking tests-easy to teach." -Richard T. Vacca, Professor Emeritus Kent State University "All teachers and parents should read this book! It is one of the best I've read about practical approaches to test taking and studying in the current high-stakes era." -Rosalie Fink, Professor of Literacy Lesley University Help students master test taking through preparation strategies that lead to academic success! As the stakes on high-profile student tests such as the SAT continue to rise, student preparedness is becoming increasingly important. As a result, helping students do well on tests and succeed in school has become a top priority for teachers. This indispensable guide responds to this need by providing resources to promote content learning and test-taking abilities in middle and secondary school students. This practical text provides charts, checklists, Internet resources, and sample exercises for teachers to use with students, plus a final test covering content from each chapter. Using research-based practices, educators will be able to help students develop Strategies for dealing with test anxiety Effective time management and organizational skills Note-taking and study techniques applicable across content areas Methods for taking essay and objective tests Use these proven tools and strategies to help your students develop the skills and confidence that lead to positive academic experiences.

This publication focuses on competency orientation in higher education, illustrating international assessment practices for measuring student learning outcomes. For Germany, the Modeling and Measuring Competencies in Higher Education (KoKoHs) research program contributes exemplary approaches, and solutions to current challenges in higher education. KoKoHs models and tests can be used for entrance examination, formative and summative assessment of domain-specific and generic competencies and as a basis for developing new teaching-and-learning tools and formats promoting these competencies.