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Conceptions of Assessment
The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (ie: teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analyses, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (eg: assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.
OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011
This report on New Zealand provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
Assessment for Education
′This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.′ - Professor Mary James, University of Cambridge, President, British Educational Research Association ′Highly readable and thoroughly researched, this call for a new vision of education deserves to be ready by all those who share the concern to shape today′s assessment practices to meet the needs of tomorrow′s society.′ - Professor Patricia Broadfoot, CBE, University of Bristol Do you need a practical guide to assessment, curriculum and policy? Are you also looking for a book that is firmly ...
Assessment of Learning
This book takes a critical look at how students′ achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers′ judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).
Structural Equation Modeling
Structural Equation Modeling (SEM) has long been used in social work research, but the writing on the topic is typically fragmented and highly technical. This pocket guide fills a major gap in the literature by providing social work researchers and doctoral students with an accessible synthesis. The authors demonstrate two SEM programs with distinct user interfaces and capabilities (Amos and Mplus) with enough specificity that readers can conduct their own analyses without consulting additional resources. Examples from social work literature highlight best practices for the specification, estimation, interpretation, and modification of structural equation models. Unlike most sources on SEM, this book provides clear guidelines on how to evaluate SEM output and how to proceed when model fit is not acceptable.Oftentimes, confirmatory factor analysis and general structure modeling are the most flexible, powerful, and appropriate choices for social work data. Richly illustrated with figures, equations, matrices, and tables, this pocket guide empowers social workers with a set of defensible analysis strategies that allows for competent, confident use of SEM.
Developing Teacher Assessment
-The purposes of assessment --
