There is mounting hope in the United States that federal
legislation in the form of No Child Left Behind will improve
educational outcomes. As titanic as the challenge appears to be,
however, the solution could be at our fingertips. This volume
identifies visual types of cognitive models in reading, science,
and mathematics for researchers, test developers, school
administrators, policy makers, and teachers. In the process of
identifying these cognitive models, the book also explores
methodological or translation issues to consider as decisions are
made about how to generate psychologically informative and
psychometrically viable large-scale assessments based on the
learning sciences. Initiatives to overhaul educational systems in
disrepair may begin with national policies, but the success of
these policies will hinge on how well stakeholders begin to rethink
what is possible with a keystone of the educational system:
large-scale assessment.
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