International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally.
This book highlights reliable, valid and practical testing and assessment of interpreting, presenting important developments in China, where testing and assessment have long been a major concern for interpreting educators and researchers, but have remained largely under-reported.
The outstanding performance of East Asian societies in the Programme for International Student Assessment (PISA) is one of the most widely discussed topics in international assessments.
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 applies Rasch measurement theory to the fields of education, psychology, sociology, marketing and health outcomes in order to measure various social constructs.
This book adopts a multi-method and multi-phase approach to investigate the washback effects of Test for English Majors (TEM) on program administrators, teachers and students, shedding new light on TEM reform and the reform of English teaching and learning in China.
This book presents a searing critique of the global take on education, questioning why the idea that education should be international has come to dominate the field and positing that the discourse of internationalisation has altered the way we conceptualise education.
This book presents a searing critique of the global take on education, questioning why the idea that education should be international has come to dominate the field and positing that the discourse of internationalisation has altered the way we conceptualise education.
This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore.
In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning.
A new approach to training and evaluating world languages online instructorsThe rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction.
The credentials environment grows more complicated by the day, but key questions help us understand why we need this book to help us grapple with those complexities: * Given the expansion in the variety of higher education credentials and in approaches to earning them, why are so many students disappointed with their post-secondary credentials?
The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment.
This volume centres the notion of "e;chance"e; in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to "e;tame"e; this notion has had on present-day educational policy and practice.
This practical guide to outcomes-based assessment in student affairs is designed to help readers meet the growing demand for accountability and for demonstrating student learning.
This book is written for engineering faculty and department chairs as a practical guide to improving the assessment processes for undergraduate and graduate engineering education in the service of improved student learning.
This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs.
The credentials environment grows more complicated by the day, but key questions help us understand why we need this book to help us grapple with those complexities: * Given the expansion in the variety of higher education credentials and in approaches to earning them, why are so many students disappointed with their post-secondary credentials?
For many in international education, assessment can seem daunting and overwhelming, especially given that such efforts need to involve much more than a pre/post survey.
Written with faculty in mind, Assessment by Design is a practical resource that will also be useful to student affairs staff and administrators dedicated to using assessment to improve learning in curricular and co-curricular settings.
The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment.
Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training.
