This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement.
This book introduces and explores major topics in contemporary educational measurement: criterion-referenced testing, item response theory (IRT), computer-based testing, cross-lingual and cross-cultural assessment, and accountability testing.
The Program for International Student Assessment (PISA) is an international achievement measure that assesses 15-year-old student performance in the areas of reading, mathematics, and science literacy in over 70 countries and economies triennially.
This edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others.
This book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching.
In recent decades, the science of reading acquisition has been advancing through interdisciplinary research in cognitive, psycholinguistic, developmental, genetic, neuroscience, cross-language, and experimental comparison studies of effective instruction.
This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners.
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts.
Although there has been considerable interest and concern surrounding the implementation of the Common Core State Standards, there is almost no information regarding best practices for getting at-risk students to attempt the rigor embraced by the Standards.
The third edition of Assessing Readers continues to bridge the gap between authentic, informal, and formative assessments and more traditional quantitative and summative assessment approaches.
As student learning objectives become an increasingly prominent approach to setting goals and growth measures in schools, teachers' competence in formative assessment is essential.
This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test.
What's Wrong with Our Schools and How We Can Fix Them examines the status of public education in North America and exposes many of the absurd instructional practices found in all-too-many schools.
This volume provides an informed review of the accomplishments of the Washington Group on Disability Statistics (WG) in the provision of international data and statistics on disability.
In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that could be administered on a voluntary basis by states and school districts beginning in spring 1999.
When you want to raise your SAT score but don't want to work through hundreds of pages of subject reviews, here's a straightforward, step-by-step approach for fast and fun mastery of SAT skillsSAT DeMYSTiFieD takes the mystery out of studying for the SAT by walking you step-by-step through the fundamentals of the subject.
A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices.
This valuable resource helps institutional leaders understand and implement a data strategy at their college or university that maximizes benefits to all creators and users of data.
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.
In the busy world that schools inhabit, this book provides clear guidance on how to implement a simple and user-friendly system that will ensure all pupil progress is forensically examined and any inadequacies swiftly addressed.
This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan.
