This volume presents an analysis of the Erasmus+ funding process. It examines the first 3 years of the programme to discover if the funds are being distributed homogeneously throughout the regions of France, Germany, Italy, Spain and the United Kingdom. If it turns out that funds are being unevenly delivered this could result in an inequity situation: students living in specific regions might have greater chances to benefit from KA102 funds, while other students might have fewer opportunities to benefit from these funds. The book looks in detail at the implementation and performance of the various programmes within Erasmus+, the funds and distribution of these funds, and the number of students in the programmes. The book studies these five countries because they contain more than half of all the vocational education and training students in the European Union. Also, these countries had the most students participating in mobilities during the previous Leonardo da Vinci programme. Hence, it is to be expected that the conclusions drawn in this study are representative of the situation of VET mobilities and Erasmus+ funding in Europe. Erasmus+ is the European programme in charge of fostering the development of transnational programmes in the areas of education, training, sports and youth policies. It is focused on the adaptation to a fast changing world, tackling youth unemployment, and preparing workers for highly skilled jobs. Erasmus+ integrates former programmes such as the Lifelong Learning Programme, Youth in Action, and the various international Higher Education and Sports programmes. It started in 2014 and will be active until 2020.

* Provides a comprehensive examination of the concept of assessment-as identification, as learning, and as evaluation. * Provides practical ideas for identifying gifted and advanced learners, measuring their progress, and evaluating the effectiveness of the assessment system. * Provides examples of actual assessments and protocols. * Uses the NAGC national standards for gifted programs as the basis for recommendations.

Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application. Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: introduces students to the key methods and debates surrounding language testing and assessment explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl, and Pamela Moss. The accompanying website to this book can be found at http://cw.routledge.com/textbooks/9780415339476/

This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design. Narrative, or storytelling, is often used as a means for understanding, conveying, and remembering the events of our lives. Our lives become a series of stories as we use narrative to structure our thinking; stories that teach, train, socialize, and create value. The contributions in this volume examine stories and narrative in instructional design and offer a diverse exploration of instructional design and learning environments. Among the topics discussed: The narrative imperative: creating a story telling culture in the classroom. Narrative qualities of design argumentation. Scenario-based workplace training as storytelling. Designing for adult learners' metacognitive development & narrative identity. Using activity theory in designing science inquiry games . Changing the narrative of school: toward a neurocognitive redefinition of learning. Educational Technology and Narrative is an invaluable resource offering application-ready ideas to students of instructional design, instructional design practitioners, and teachers seeking to utilize theories of story and narrative to the ways that they convey and express ideas of instructional design and educational technology.

Movement in Citiesa describes and analyses urban travel in terms ofa purpose, distance and frequency of journeys and modes and routes used, concentrating mainly on British towns with many references to the United States and Australia.

The authors elucidate the all-important interrelations between location of activities and the patterns of transport supply and use within towns. The issues they raise are of pressing practical and intellectual importance.

This book was first published in 1980.

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This book was first published in it's current form in 1974.

This book was first published in 1977.

The future of online assessment and measurement is in the hands of the early adopters and hardy pioneers who are determined to overcome the challenges and help push forward and out the learning and assessment paradigm. Each of these pioneers knows that teaching, training, operational, learning, and assessment advances can only be realized when online assessment and measurement is better understood. ""Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate"" features a number of case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas: elementary and secondary (K - 12), higher education, and corporate. The pioneers' stories of migrating from old and introducing new assessments to the online environment have been challenging, exhilarating and rewarding.

This Tutor Assessment Pack for Edexcel GCSE (9-1) English Language (Grades 5-9) is curriculum matched and contains everything needed for a whole academic year of private tutoring. It provides: 38 twenty-minute topic tests - one for every lesson in the English Language Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Three summative tests - checkpoint challenges - that draw on knowledge and skills across each of the three key areas of the course: reading, writing and spelling, punctuation and grammar Full practice papers for exam practice, designed to match the style and demands of the new Edexcel (9-1) English Language GCSE.

This book was first published in 1977.

The giant city of today is a unique phenomenon. Never before have such acute problems of government, the provision of essential services, planning, social life, and civilized living arisen from uncontrolled urbanization. In the West and in the East, in the more developed and in the less developed countries, in capitalist and communist states, the great metropolis represents a problem of the first importance which challenges the statesman, the official, the town planner, the political scientist, the sociologist and, above all, the intelligent citizen.

The editor has here assembled an authoritative series of studies describing the growth, significance, government, politics adn planning of twenty-four great cities of the world. They show how these widely scattered cities faced essentially similar problems. Each study deals with the actual working of one city in the 1950s, how its elective adn executive bodies are organized, the kind of political forces which motivate their activities, the scope and character of the municipal services, how they are finiance. The cities dealt with include Bombay, Amsterdam, Moscow, Montreal, Stockholm, Rome, New York, London, Sydney and Tokyo.

This book was first published in 1954.

As part of the American school reform movement, administrators are searching for ways of measuring students' skills and progress within the system. Courts and McInerney focus on the qualitative assessment possible through the use of student portfolios, particularly at the college level. The authors are concerned that the teaching and learning process will be subsumed by assessment and will become even more test-driven than it now is. A critical look at multiple-choice, standardized examinations shows how unmindful our educational testing is of psychosocial diversity. The authors warn that in upgrading American education nationwide, more effective and self-confirming measures should be faculty developed and locally controlled. The authors propose a new compact among teachers and students as they take mutual responsibility for the learning process and changing curriculum.

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.

Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings. This book furthers the ITC's mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers.

Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. Yet, the close examination of such activities can be hindered by constraints caused by the context in which different teaching and learning activities occur and an unawareness of the effect that assessment has on the students themselves. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning. It will also be found useful by teachers when implementing various assessment methods. School administrators and teaching development professionals will find the book useful when making decisions related to learning and teaching issues.

The aim of this book is to examine how technical and institutional factors affect the responsiveness of public and private organisations to a change in accreditation standards, with specific reference to the vocational educational and training (VET) sector and ethical standards. In particular, the authors analyse the Italian experience regarding a new accreditation standard recently adopted in the Region of Lombardy. Although based on a national experience, this innovative approach to accreditation systems in the educational sector provides a more general framework of analysis of how ethics and compliance can be applied in business organisation worldwide.

Advancing Natural Language Processing in Educational Assessment examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond. Spanning historical context, validity and fairness issues, emerging technologies, and implications for feedback and personalization, these chapters represent the most robust treatment yet about NLP for education measurement researchers, psychometricians, testing professionals, and policymakers.

This is the story of one school's successful journey to a 'life after levels'. Together, the Headteacher and staff at one successful school took on the challenge: Where do we begin? What is the best assessment system for our school and our children? How do we make the most of assessment opportunities in the classroom? How do we create an assessment policy from scratch and implement it in the school? How do we evaluate it, re-shape it and talk about it to parents, the wider school community and our colleagues in primary education? Through exploring one school's story, this text supports teachers and schools in a time of uncertainty, confusion and choice to make the most of the new opportunity to assess children without the restrictions of levels. "The removal of Levels has given all professionals involved in education a unique opportunity to rediscover what we value in this key aspect of teaching and learning...and it is an opportunity that we must grab with both hands. I want this book to provide a time for reflection for teachers and school leaders to re-adjust their thinking on assessment and to get excited about it." - Sam Hunter -

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.

J. T. Sandefur Western Kentucky University American's ability to compete in world markets is eroding. The productivity growth of our competitors outdistances our own. The capacity of our economy to provide a high standard of living for all our people is increasingly in doubt. As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises. Large numbers of American children are in limbo--ignorant of the past and unprepared for the future. Many are dropping out--notjust out of school--but out of productive society. These are not my words. They are a direct quote from the Executive Summary of the Carnegie Forum Report on Education and the Economy entitled A Nation Prepared: Teachers for the 21st Century (p. 2, 1986). This report was motivated by four purposes: 1. To remind Americans, yet again, of the economic challenges pressing us on all sides; 2. To assert the primacy of education as the foundation of economic growth, equal opportunity and a shared national vision; 3. To reaffirm that the teaching profession is the best hope for establishing new standards of excellence as the hallmark of American education; and 4. To point out that a remarkable window of opportunity lies before us in the next decade to reform education, an opportunity that may not present itself again until well into the next century.

Constructing Measures introduces a way to understand the advantages and disadvantages of measurement instruments. It explains the ways to use such instruments, and how to apply these methods to develop new instruments or adapt old ones, based on item response modeling and construct references. Now in its second edition, this book focuses on the steps taken while constructing an instrument, and breaks down the "building blocks" that make up an instrument-the construct map, the design plan for the items, the outcome space, and the statistical measurement model. The material covers a variety of item formats, including multiple-choice, open-ended, and performance items, projects, portfolios, Likert and Guttman items, behavioral observations, and interview protocols. Each chapter includes an overview of the key concepts, related resources for further investigation, and exercises and activities. A variety of examples from the behavioral and social sciences and education-including achievement and performance testing, attitude measures, health measures, and general sociological scales-demonstrate the application of the material. Accompanying downloadable resources feature control files, output, and a data set to allow readers to compute the text's exercises and create new analyses and case archives based on the book's examples so the reader can work through the entire development of an instrument. New to this edition are additional example contexts including a cognitive/achievement example, an attitude example, and a behavioral example; new concentrations on specific measurement issues and practices such as standard-setting, computer-delivery and reporting, and going beyond the Likert response format; and updated online resource with new materials, such as selected research articles with data sets and teaching resources like a syllabus and PowerPoint slides. Constructing Measures is an invaluable text for undergraduate and graduate courses on item, test, or instrument development; measurement; item response theory; or Rasch analysis taught in a variety of departments including education, statistics, and psychology. The book also appeals to practitioners who develop instruments, including industrial/organizational, educational, and school psychologists; health outcomes researchers; program evaluators; and sociological measurers.

"Curriculum and Assessment" is the first volume of a new series International Perspectives on Curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

This volume and the series is timely as administrators and policy-makers in different parts of the world have taken an increased interest in education, and as moves to centralise curriculum provision have gathered pace. This has in some cases driven a wedge between curriculum theory and curriculum practice, as policy-makers have developed and implemented proposals without referring to academic debates about these issues. It therefore is an important task to reassert the need to discuss and debate the curriculum in a critical manner before implementation occurs. This volume sets about that task, addressing policy-makers, administrators, teachers and the research community.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.
Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.

This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.

The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.

eBook available with sample pages: 0203133234

This book contains a collection of performance tasks and easy-to-use assessment tools, ready to be photocopied and distributed to your students. The tasks in this book ask students to write letters, prepare posters, create charts and graphs, prepare 3D models, write skits, take surveys, and otherwise apply what they have learned.