The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice.
By providing practical advice on how to inform and lead a successful assessment program in student affairs, Coordinating Divisional and Departmental Student Affairs Assessment, 2nd Edition helps student affairs professionals understand the impact of their initiatives, identify areas for improvement, and make data-driven decisions to enhance student learning, development, and engagement.
By providing practical advice on how to inform and lead a successful assessment program in student affairs, Coordinating Divisional and Departmental Student Affairs Assessment, 2nd Edition helps student affairs professionals understand the impact of their initiatives, identify areas for improvement, and make data-driven decisions to enhance student learning, development, and engagement.
Understanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning.
Building from the success of Keeping Us Engaged and dedicated fully to online teaching, this book centers student perspectives on instructional strategies to maximize engagement and increase virtual learning.
This book describes language testing practices that exist in the intermediate space between large-scale standardized testing and classroom assessment, an area that is rarely addressed in language testing literature.
This book describes language testing practices that exist in the intermediate space between large-scale standardized testing and classroom assessment, an area that is rarely addressed in language testing literature.
Offering a contemporary overview of how visual art teachers assess learning in their classrooms, this book provides an outline of the role of assessment in reporting not only student achievement but also how student assessment ties to the intrinsic and external assessments of teacher performance.
This seminal volume fills a gap in current literature on education, gender, and development by giving voice to the Arab Gulf region, contrasting key issues with those felt globally in order to support a more sustainable, gender equitable future of education in the region.
Nationally known science educator Page Keeley-principal author of the hugely popular, four-volume NSTA Press series Uncovering Students Ideas in Science-has teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science.
Demystifying Scholarly Metrics gives librarians and faculty the confidence to navigate the maze of scholarly metrics, identify quality journals in which to publish, and measure the impact of scholarly works.
In this definitive, three-volume set, top scholars illuminate the historical, social, cultural, political, administrative, psychological, and philosophical issues behind the standards debate.
Reports the results of a survey to locate campus evaluation policies and practices that encourage constructive change in departments and a stronger culture of collective responsibility for the unit's success.
Reports the results of a survey to locate campus evaluation policies and practices that encourage constructive change in departments and a stronger culture of collective responsibility for the unit's success.
Trends in standardized test scores reveal an alarming truth: our educational system is failing our students, and America is falling behind other nations in producing competent students for a global economy.
Building from the success of Keeping Us Engaged and dedicated fully to online teaching, this book centers student perspectives on instructional strategies to maximize engagement and increase virtual learning.
When put to the test, will standards-based reporting remain as "e;fundamentally flawed"e; as once feared, or can next-generation approaches refine the system for the better?
Outdoor Learning in Higher Education is essential reading for educational developers and academic teachers of all disciplines interested in the theory behind, and benefits of, learning outdoors.
This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it).
