It is becoming increasingly clear that non-cognitive psychological processes are important for students' school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself.
This book examines how the COVID-19 pandemic and racial inequities affect the educational assessment of students, either separately or in combination, as the health crisis was viewed as a factor intersecting with and exacerbating existing racial inequities in educational systems.
This book serves as an essential intervention where the innovative, evidence based and contemporary teaching, learning approaches, strategies and learning support systems to be incorporated in the learning process are presented, supported with findings.
This book radically counters the optimism sparked by Competence Based Education and Training, an educational philosophy that has re-emerged in Schooling, Vocational and Higher Education in the last decade.
Grounded in contemporary, evidence-based research, Assessment for Teaching provides a comprehensive introduction to assessment and teaching in school settings.
In response to growing pressure on early years practitioners to adopt a 'tick-box' approach to recording children's progress, Celebrating Children's Learning sets out a bold, alternative vision for assessment in the early years.
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At a time when American urban public education is under broad attack, and in which America is perceived as a nationat risk that is losing the race to the top, educators and politicians from across the spectrum are promoting increased emphasis on standardized testing, business models of school reform, zero tolerance, no excuses, promoting cultural assimilation, and building a standardized curriculum.
It is a new school year and you have a dilemma: on the one hand is a group of bubbly students wanting something original and new, and on the other is a stuffed specification and an impatient senior leader demanding greater 'value added' from the results.
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.
First published in 1984, The Politics and Ethics of Evaluation considers, from the vantage point of the authors' considerable experience of a wide range of evaluation, the ways in which they, and others, have coped with ethical and political problems that inherently arise during the evaluation process, particularly that of the responsive or democratic type.
Intended to help improve measurement and data collection methods in the behavioral, social, and medical sciences, this book demonstrates an expanded and accessible use of Generalizability Theory (G theory).
This book is a practical, evidence-based guide for educators at all levels on how to assess and promote student learning, broadening teachers' understanding of assessment.
Special education students often learn about the characteristics of disabilities, but can lack an understanding of the relationship between diagnostic assessment and eligibility for special education services.
In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs.
In this practitioner's guide to building a quality collaborative relationship through critical conversations, the authors explain three co-teaching models and how co-teaching fits within school improvement initiatives.
What students are deemed to have achieved when they are sixteen is the measure of how successful or otherwise their progress through the system of compulsory education has been.
This volume explores the application of computer simulation technology to measurement issues in education -- especially as it pertains to problem based learning.
This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education.
Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K12 schools.
This book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels.
This book offers formal and informal leaders at all levels of their institution theory-informed and practical guidance on implementing and sustaining change through collaborative leadership.
There is increasingly strong evidence that K-12 learners who assess each other's work and then engage in related reflections, discussions, and negotiations benefit mutually from the process.
This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world.
Your students may recognize words like determine, analyze, and distinguish, but do they understand these words well enough to quickly and completely answer a standardized test question?
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 draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.
