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Knowing What Students Know - The Science and Design of Educational Assessment (Paperback)
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Knowing What Students Know - The Science and Design of Educational Assessment (Paperback)
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Education is a hot topic. From the stage of presidential debates to
tonight's dinner table, it is an issue that most Americans are
deeply concerned about. While there are many strategies for
improving the educational process, we need a way to find out what
works and what doesn't work as well. Educational assessment seeks
to determine just how well students are learning and is an integral
part of our quest for improved education. The nation is pinning
greater expectations on educational assessment than ever before. We
look to these assessment tools when documenting whether students
and institutions are truly meeting education goals. But we must
stop and ask a crucial question: What kind of assessment is most
effective? At a time when traditional testing is subject to
increasing criticism, research suggests that new, exciting
approaches to assessment may be on the horizon. Advances in the
sciences of how people learn and how to measure such learning offer
the hope of developing new kinds of assessments-assessments that
help students succeed in school by making as clear as possible the
nature of their accomplishments and the progress of their learning.
Knowing What Students Know essentially explains how expanding
knowledge in the scientific fields of human learning and
educational measurement can form the foundations of an improved
approach to assessment. These advances suggest ways that the
targets of assessment-what students know and how well they know
it-as well as the methods used to make inferences about student
learning can be made more valid and instructionally useful.
Principles for designing and using these new kinds of assessments
are presented, and examples are used to illustrate the principles.
Implications for policy, practice, and research are also explored.
With the promise of a productive research-based approach to
assessment of student learning, Knowing What Students Know will be
important to education administrators, assessment designers,
teachers and teacher educators, and education advocates. Table of
Contents Front Matter Executive Summary 1 Rethinking the
Foundations of Assessment 2 The Nature of Assessment and Reasoning
from Evidence INTRODUCTION 3 Advances in the Sciences of Thinking
and Learning 4 Contributions of Measurement and Statistical
Modeling to Assessment INTRODUCTION 5 Implications of the New
Foundations for Assessment Design 6 Assessment in Practice 7
Information Technologies: Opportunities for Advancing Educational
Assessment 8 Implications and Recommendations for Research, Policy,
and Practice References Appendix Biographical Sketches Index
General
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