This edited volume presents a balanced approach to the ongoing debate of just how general the "general factor" of intelligence is. To accomplish this goal, the editors chose a number of distinct approaches to the study of intelligence--psychometric, genetic-epistemological, cognitive, biological, behavior-genetic, sociocultural, systems--and asked distinguished scholars to write from the standpoint of these approaches. Each approach comprises two chapters, one by a scholar leaning toward a view arguing for the greater generality of g, and the other by a scholar leaning toward a view arguing for the lesser generality of g. The scholars are not simply "for" or "against" these outlooks, rather they provide a more textured view of the general factor, attempting to explain it in psychological terms that are easily understandable. Intended for psychologists in all areas, including clinical, consulting, educational, cognitive, school, developmental, and industrial-organizational, this book will also be of interest to educators, sociologists, anthropologists, and those interested in the nature of intelligence.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

Considering the permeation of various mobile and internet technologies into daily life, their extension into the context of learning and work is unsurprising. With a global push in universities to blend and deepen their learning and delivery methods, effective application of mobile and internet technologies is essential for the promotion of student success. Technology-Enhanced Formative Assessment Practices in Higher Education is a comprehensive scholarly book that aims to explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence. Featuring a wide range of topics such as course development, teacher evaluation, and higher education, this book is ideal for deans, educators, academicians, educational administrators, curriculum developers, researchers, students, and higher education professionals.

Large-scale assessments (LSAs) play a growing role in education policy decisions, accountability, and education planning worldwide. This book focuses on central issues that are key components of successful planning, development and implementation of LSAs. The book s main distinction is its focus on practice- based, cutting-edge research. This is achieved by having chapters co-authored by world-class researchers in collaboration with measurement practitioners. The result is a how-to book whose language is accessible to practitioners and graduate students as well as academics.

No other book so thoroughly covers current issues in the field of large-scale assessment. An introductory chapter is followed by sixteen chapters that each focus on a specific issue. The content is prescriptive and didactic in nature but based on the most recent scientific research. It includes successful experiences, exemplary practices, training modules, interesting breakthroughs or alternatives, and promising innovations regarding large-scale assessments. Finally, it covers meaningful topics that are currently taking center stage such as motivating students, background questionnaires, comparability of different linguistic versions of assessments, and cognitive modeling of learning and assessment.

Automatic item generation (AIG) represents a relatively new and unique research area where specific cognitive and psychometric theories are applied to test construction practices for the purpose of producing test items using technology. The purpose of this book is to bring researchers and practitioners up-to-date on the growing body of research on AIG by organizing in one volume what is currently known about this research area. Part I begins with an overview of the concepts and topics necessary for understanding AIG by focusing on both its history and current applications. Part II presents two theoretical frameworks and practical applications of these frameworks in the production of item generation. Part III summarizes the psychological and substantive characteristics of generated items . Part IV concludes with a discussion of the statistical models that can be used to estimate the item characteristics of generated items, features one future application of AIG, describes the current technologies used for AIG, and also highlights the unresolved issues that must be addressed as AIG continues to mature as a research area.

Comprehensive The book provides a comprehensive analysis of both the theoretical concepts that define automatic item generation and the practical considerations required to implement these concepts.

Varied Applications Readers are provided with novel applications in diverse content areas (e.g., science and reading comprehension) that range across all educational levels elementary through university.

Automatic item generation (AIG) represents a relatively new and unique research area where specific cognitive and psychometric theories are applied to test construction practices for the purpose of producing test items using technology. The purpose of this book is to bring researchers and practitioners up-to-date on the growing body of research on AIG by organizing in one volume what is currently known about this research area. Part I begins with an overview of the concepts and topics necessary for understanding AIG by focusing on both its history and current applications. Part II presents two theoretical frameworks and practical applications of these frameworks in the production of item generation. Part III summarizes the psychological and substantive characteristics of generated items . Part IV concludes with a discussion of the statistical models that can be used to estimate the item characteristics of generated items, features one future application of AIG, describes the current technologies used for AIG, and also highlights the unresolved issues that must be addressed as AIG continues to mature as a research area.

Comprehensive The book provides a comprehensive analysis of both the theoretical concepts that define automatic item generation and the practical considerations required to implement these concepts.

Varied Applications Readers are provided with novel applications in diverse content areas (e.g., science and reading comprehension) that range across all educational levels elementary through university."

With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed. Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience? Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss: Staff and student views on assessment Engaging students through assessment feedback Assessment for learning Assessing for employability Interdisciplinary and transnational assessment Technology supported assessment for retention The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.

With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed.

Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience?

Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss:

• Staff and student views on assessment
• Engaging students through assessment feedback
• Assessment for learning
• Assessing for employability
• Interdisciplinary and transnational assessment
• Technology supported assessment for retention

The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.

Part of The Essential SENCO Toolkit series, this invaluable resource offers practical ideas and materials to allow SENCOs and SEN practitioners to capture learning, demonstrate the impact of SEN support, and analyse whether provision is effectively tackling barriers to learning. Chapters introduce a shared language of learning and move through seven key components: cognition, communication, creativity, control, compassion, co-ordination and the curriculum. Key features include: A framework for the holistic assessment of skills and attributes that contribute to accessing the curriculum, and a framework for intervention that is additional to, or different from, the differentiated curriculum A unique strengths-based progress tracker that establishes a baseline to inform intervention and determine progress over time A photocopiable and downloadable programme of materials, trialled and tested in both primary and secondary settings, that can be shared with teachers, senior leaders and support staff, as well as with parents/carers and pupils Providing a framework to create a holistic profile of the child and their needs, SEND Assessment empowers professionals to confidently demonstrate progress for barriers to learning that are otherwise difficult to measure. It will support SENCOs in their day-to-day roles and become a vital tool for those interested in providing effective SEN provision in educational settings.

To understand the current moment in school accountability, one must understand the larger contradictions in education politics. Accountability Frankenstein provides a broader perspective on the school accountability debate by exploring the contradictions inherent in high-stakes testing. Accountability Frankenstein explains the historical and social origins of test-based accountability: the political roots of accountability, why we trust test scores while we distrust teachers, the assumptions behind formulaic accountability systems, and the weaknesses with the current carrot-and-stick approach to motivating teachers. Accountability Frankenstein answers the questions of educators and parents who want to understand the origins of accountability. This book challenges the beliefs of fierce advocates and opponents of high-stakes testing. It provides a rescue plan for accountability after the failures of high-stakes testing, a plan to make accountability smart, democratic, and real.

At the close of the twentieth century the stereotyping and demonization of 'others', whether on religious, nationalist, racist, or political grounds, has become a burning issue. Yet comparatively little attention has been paid to how and why we fabricate images of the 'other' as an enemy or 'demon' to be destroyed. This innovative book fills that gap through an interdisciplinary, cross-cultural approach that brings together a distinguished array of historians, anthropologists, psychologists, literary critics, and feminists. The historical sweep covers Greco-Roman Antiquity, the MIddle Ages, and the MOdern Era. Antisemitism receives special attention because of its longevity and centrality to the Holocaust, but it is analyzed here within the much broader framework of racism and xenophobia. The plurality of viewpoints expressed in this volume provide fascinating insights into what is common and what is unique to the many varieties of prejudice, stereotyping, demonization, and hatred.

Part of The Essential SENCO Toolkit series, this invaluable resource offers practical ideas and materials to allow SENCOs and SEN practitioners to capture learning, demonstrate the impact of SEN support, and analyse whether provision is effectively tackling barriers to learning. Chapters introduce a shared language of learning and move through seven key components: cognition, communication, creativity, control, compassion, co-ordination and the curriculum. Key features include: A framework for the holistic assessment of skills and attributes that contribute to accessing the curriculum, and a framework for intervention that is additional to, or different from, the differentiated curriculum A unique strengths-based progress tracker that establishes a baseline to inform intervention and determine progress over time A photocopiable and downloadable programme of materials, trialled and tested in both primary and secondary settings, that can be shared with teachers, senior leaders and support staff, as well as with parents/carers and pupils Providing a framework to create a holistic profile of the child and their needs, SEND Assessment empowers professionals to confidently demonstrate progress for barriers to learning that are otherwise difficult to measure. It will support SENCOs in their day-to-day roles and become a vital tool for those interested in providing effective SEN provision in educational settings.

"It is my sincere wish that the teachers of those thousands of children, who increasingly are also teacher educators, read and learn from Assessing Children s Learning. The hope is that they will go on to make a reality of the imaginary but not impossible classroom and make moral judgements and choices in the best interests of children." - Sue Swaffield, Senior Lecturer - Educational Leadership and School Improvement, University of Cambridge, UK

"Not all education books are worth a tired teacher s spare time. This one is." - Times Educational Supplement, from a review of the first edition

Now featuring a brand new foreword by Sue Swaffield, this classic text, Assessing Children s Learning, examines some of the vital questions that teachers and other educators ask themselves as they assess children s learning across the curriculum.

The author sets out to offer an alternative to objective, mechanical approaches to assessment; she defines assessment as a process in which teachers look at children s learning, strive to understand it, and then put their understanding to good use in the classroom where children are given both trust and freedom to learn. Throughout the book, teachers are invited to consider the choices they make in the process of assessment, and to acknowledge their right, their responsibility and their power to act in the interests of children.

Now part of the Routledge Education Classic Edition Series, this influential, inspiring and timely book will introduce the ideas of Mary Jane Drummond to a new generation of teachers, practitioners and other education professionals.

"It is my sincere wish that the teachers of those thousands of children, who increasingly are also teacher educators, read and learn from Assessing Children's Learning. The hope is that they will go on to make a reality of the ?imaginary but not impossible classroom? and make moral judgements and choices in the best interests of children." - Sue Swaffield, Senior Lecturer - Educational Leadership and School Improvement, University of Cambridge, UK

"Not all education books are worth a tired teacher's spare time. This one is." - Times Educational Supplement, from a review of the first edition

Now featuring a brand new foreword by Sue Swaffield, this classic text, Assessing Children's Learning, examines some of the vital questions that teachers and other educators ask themselves as they assess children's learning across the curriculum.

The author sets out to offer an alternative to objective, mechanical approaches to assessment; she defines assessment as a process in which teachers look at children's learning, strive to understand it, and then put their understanding to good use in the classroom where children are given both trust and freedom to learn. Throughout the book, teachers are invited to consider the choices they make in the process of assessment, and to acknowledge their right, their responsibility and their power to act in the interests of children.

Now part of the Routledge Education Classic Edition Series, this influential, inspiring and timely book will introduce the ideas of Mary Jane Drummond to a new generation of teachers, practitioners and other education professionals.

The second edition of University Teaching in Focus distils the knowledge and insights of internationally acclaimed experts in university teaching. It empowers university teachers and contributes to their career success by developing their teaching skills, strategies and knowledge. Written in a clear and accessible style, it provides a sharp focus on student learning through the lens of four sections: Focus on subject and curriculum design Focus on subject teaching and learning Focus on students Focus on your career Each of the 15 chapters targets a key teaching and learning issue referencing seminal works, current resources and practical applications using real-world cases. The 'Your thoughts' sections encourage reflection and offer opportunities to adapt international evidence about best practice to local contexts and disciplines. This edition will be a key resource for foundational teaching development programs in higher education institutions or as a self-help manual by early career and experienced teachers who wish to enhance their students' learning.

'It is an exceptionally thoughtful assessment of assessment, and I am (along with anyone else who broods about education) much in your debt.' Jerome Bruner, personal communication with the author When this award-winning book was originally published in 1994, a review in the TES said: 'Beyond Testing is a refreshingly honest look at the dilemmas facing those who are trying to make educational assessment more supportive of high-quality learning for all pupils and students ... It contains powerful and practical messages for assessment developers, policy-makers, teachers and pupils. It exposes the very different agendas of those who wish to achieve greater system-wide accountability through educational assessment, and those who wish to use it to promote improvements in the quality of pupil learning.' Originally written to re-conceptualize assessment in education in the 1990s, Beyond Testing has stood the test of time and become a classic text in the field. With its examination of the range of uses of assessment - from teacher assessment and standardized testing to formative assessment and norm-referenced testing - to the purposes of assessment - from accountability to support for teaching and learning - the issues it deals with are as enduring and relevant to education now as they were when it was first published. It offers an unsurpassed framework for educational assessment. Now, re-released as a Routledge Education Classic, and with a new preface from D. Royce Sadler, a new generation of educationalists can be introduced to the developments in educational assessment - arguably one of the most hotly contested areas of education - in order to further their own understanding and practice.

'It is an exceptionally thoughtful assessment of assessment, and I am (along with anyone else who broods about education) much in your debt.' Jerome Bruner, personal communication with the author When this award-winning book was originally published in 1994, a review in the TES said: 'Beyond Testing is a refreshingly honest look at the dilemmas facing those who are trying to make educational assessment more supportive of high-quality learning for all pupils and students ... It contains powerful and practical messages for assessment developers, policy-makers, teachers and pupils. It exposes the very different agendas of those who wish to achieve greater system-wide accountability through educational assessment, and those who wish to use it to promote improvements in the quality of pupil learning.' Originally written to re-conceptualize assessment in education in the 1990s, Beyond Testing has stood the test of time and become a classic text in the field. With its examination of the range of uses of assessment - from teacher assessment and standardized testing to formative assessment and norm-referenced testing - to the purposes of assessment - from accountability to support for teaching and learning - the issues it deals with are as enduring and relevant to education now as they were when it was first published. It offers an unsurpassed framework for educational assessment. Now, re-released as a Routledge Education Classic, and with a new preface from D. Royce Sadler, a new generation of educationalists can be introduced to the developments in educational assessment - arguably one of the most hotly contested areas of education - in order to further their own understanding and practice.

Knowledge grows as ideas are tested against each other. Agreement is not resolved simply by naming concepts but in the dialectical process of thesis, antithesis, and synthesis. There are many echoes of these debates in The Evidence Book. The contributors make claims for both practitioner wisdom and the voice of experience. Against this is posed the authority of experimental science and the randomized controlled trial.

The contributors are concerned, in their own ways, with collecting, ranking, and analyzing evidence and using this to deliver evaluations. As an expert group, they are aware that the concept of evidence has been increasingly important in the last decade. As with other concepts, it too often escapes precise definition. Despite this, the growing importance of evidence has been advocated with enthusiasm by supporters who see it as a way of increasing the effectiveness and quality of decisions and of professional life.

The willingness to engage in evidence-based policy and the means to do so is heavily constrained by economic, political, and cultural climates. This book is a marvelously comprehensive and utterly unique treatise on evidence-based policy. It is a wide-ranging contribution to the field of evaluation.

'This volume addresses a very timely and important topic, and provides both broad and in-depth coverage of a number of large-scale English tests in China, including Hong Kong and Taiwan, and about the Chinese learner.' - Lyle F. Bachman, From the Foreword

Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. Written by well-recognized international scholars in language testing, it covers:

• the history of tests and testing systems, issues and challenges, and current research in China
• both test-designers' and test-users' points of view on test development and test validation within a range of political, economical, social, and financial contexts in China
• theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools
• empirical research related specifically to test development, curricular innovation, and test validation

Given the long history of objective testing and its extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for anyone involved in testing and assessment issues in China and elsewhere in the world. This is a must-read volume for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers/researchers at all levels.

-Includes positive perspectives on the potential and opportunities of digital learning and new assessments to promote learning and engage learners in ways not previously available; -Explores the broader social contexts and policy issues surrounding implementation, including as these relate to teacher and student roles and dispositions; -Extends to the nature of digital learning assessments as they pertain to International Large-Scale Assessments (e.g. PISA), national testing, and the emergence of online/app based formative assessments, and their subsequent utilization in schooling systems for policy, accountability and improved teaching and learning outcomes.

Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.

Although hundreds of designs and protocols for professional learning have been developed, few have been as widely embraced and studied as the CASL (Collaborative Analysis of Student Work), model developed by authors Colton, Langer, and Goff. The Collaborative Analysis of Student Work is a comprehensive guide to implementing a research-based approach to professional learning that drives educator effectiveness and promotes learning for every student. This new edition will be thoroughly updated with special focus on the following: - how to use the CASL inquiry process to help teachers clarify what it looks like when students reach complex academic standards such as the Common Core and Next Generation Science Standards - use of CASL in teacher evaluation -use of the CASL inquiry process helps teachers to specify and define their professional learning goals -how school leaders can play pivotal roles in successful implement of CASL -how CASL can specifically benefit Culturally and Linguistically Diverse learners -significant updates to facilitation coverage.

Criminal Justice Internships: Theory Into Practice, Tenth Edition, guides the student, instructor, and internship site supervisor through the entire internship process, offering advice and information for use at the internship site as well as pre-planning and assessment activities. With increasingly more programs offering or requiring internships, the need for guidance is answered by McBride's counsel, offering students a means of enhancing their credentials and gaining a foothold in a competitive job market. Divided into four sections Pre-internship Considerations, Professional Concerns, The Role of the Organization, and Assessment and Career Planning this book offers resources to enrich the student's experience and lay the foundation for future professional success. Students learn basics such as choosing an internship site at either a public agency or a private firm, resume-writing techniques, effective use of social networks, interviewing skills, and the importance of setting and developing goals and assessing progress. The book serves as a reference tool for professors and supervisory personnel who assist and supervise students during their internships. Suitable for all Criminal Justice, Justice Studies, Financial Crimes and Cybersecurity Investigations, and Pre-law undergraduate programs, Criminal Justice Internships is also useful in Social Sciences programs with a service-learning component.

Although computer-based tests (CBT) have been administered for many years, improvements in the speed and power of computers coupled with reductions in their cost have made large-scale computer delivery of tests increasingly feasible. CBT is now a common form of test delivery for licensure, certification, and admissions tests. Many large-scale, high-stakes testing programs have introduced CBT either as an option or as the sole means of test delivery. Although this movement to CBT has, to a great extent, been successful, it has not been without problems. Advances in psychometrics are required to ensure that those who rely on test results can have at least the same confidence in CBTs as they have in traditional forms of assessment.
This volume stems from an ETS-sponsored colloquium in which more than 200 measurement professionals from eight countries and 29 states convened to assess the current and future status of CBT. The formal agenda for the colloquium was divided into three major segments: Test Models, Test Administration, and Test Analysis and Scoring. Each segment consisted of several presentations followed by comments from noted psychometricians and a break-out session in which presenters and discussants identified important issues and established priorities for a CBT research agenda. This volume contains the papers presented at the colloquium, the discussant remarks based on those papers, and the research agenda that was generated from the break-out sessions.
"Computer-Based Testing: Building the Foundation for Future Assessments" is must reading for professionals, scholars, and advanced students working in the testing field, as well as people in the information technology field who have an interest in testing.

Assessment innovation tied to technology is greatly needed in a wide variety of assessment applications. This book adopts an interdisciplinary perspective to learn from advances in developing technology enhanced innovative assessments from multiple fields. The book chapters address the development of virtual assessments including game?based assessment, simulation?based assessment, and narrative based assessment as well as how simulation and game based assessments serve both formative and summative purposes. Further, chapters address the critical challenge of integrating assessment directly into the learning process so that teacher effectiveness and student learning can be enhanced. Two chapters specifically address the psychometric challenges related to innovative items. One chapter talks about evaluating the psychometric properties of innovative items while the other chapter presents a new psychometric model for calibrating innovative items embedded in multiple contexts. In addition, validity issues are addressed related to technologyenhanced innovative assessment. It is hoped that the book provides readers with rich and useful information about the development of several types of virtual assessments from multiple perspectives. The authors include experts from industry where innovative items have been used for many years and experts from research institutes and universities who have done pioneering work related to developing innovative items with formative applications to facilitate learning. In addition, expert advice has been provided on validating such work.