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Tests, Testing, and Genuine School Reform [electronic resource]. by Walberg, Herbert J.;
Front Cover ; Acknowledgments ; Book Title; Copyright ; Contents; Acknowledgments; 1. Introduction and Overview; 2. Why Tests are Necessary; 3. Well-Made Tests; 4. Types and Uses of Achievement Tests; 5. Preparing Standardized Achievement Tests; 6. Tests as Incentives; 7. Preventing Test Fraud; 8. Standards and Testing; 9. Using Tests to Raise Student Achievement; 10. Conclusion; About the Author; About the Hoover Institution's Koret Task Force on K-12 Education; Index
Subjects: Electronic books.; EDUCATION / Testing & Measurement.;
© 2011., Hoover Institution Press,
On-line resources: CGCC Online Access;
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National Assessments of Educational Achievement, Volume 4 [electronic resource] : Analyzing Data from a National Assessment of Educational Achievement by Shiel, Gerry.; Cartwright, Fernando.; Greaney, Vincent.(SAGE)1655128;
Cover; CONTENTS; PREFACE; ABOUT THE AUTHORS AND EDITORS; ACKNOWLEDGMENTS; ABBREVIATIONS; INTRODUCTION; Note; Part I: An Introduction to the Statistical Analysis of National Assessment Data; 1. THE DATABASE FOR ANALYSES; Saving the CD Files to Your Hard Drive or Server; Survey Instruments; TABLES; 1.1 Mathematics Test: Distribution of Items by Content Area and Process; Sampling Weights; 1.2 Abbreviated Questionnaire Descriptions; SPSS; EXERCISES; 1.1 Running Descriptive Statistics in SPSS and Saving the Files; EXERCISE FIGURES; 1.1.A: Weight Cases Dialog Box1.1.B: SPSS Descriptives Dialog BoxWesVar; Notes; 2. EXPLORING NATIONAL ASSESSMENT DATA USING SPSS; Measures of Central Tendency; Measures of Spread; Measures of Position; Measures of Shape; FIGURES; 2.1 Normal Distribution Showing Standard Deviation Units; 2.2 Examples of Distributions with Positive, Negative, and No Skews; Exploring a Data Set Using SPSS; 2.1 Running Explore in SPSS, Single Dependent Variable (One Level); EXERCISE TABLES; 2.1.A: Case-Processing Summary; 2.1.B: Descriptive Statistics; 2.1.A: Stem-and-Leaf Plot for Mathematics Scale Scores2.1.B: Box Plot for Mathematics Scale Scores2.2 Running Explore in SPSS, Single Dependent Variable (More Than One Level); 2.2.A: Box Plots for Mathematics Scale Scores by Region; Notes; 3. AN INTRODUCTION TO WESVAR; Setting Up a Data File in WesVar; Adding Variable Labels; Computing Descriptive Statistics in WesVar; 3.1 Adding Variable Labels in WesVar; 3.1 Generating Descriptive Statistics in WesVar; 3.1.A: New WesVar Workbook; 3.1.B: Specifying Variables for Analysis in WesVar Descriptives; 3.1.C: Output from WesVar Descriptives; 3.1.D: Exporting a WesVar FileCalculating a Mean Score and Its Standard Error3.2 Computing a Mean Score and Its Standard Error in WesVar; 3.2.A: Specifying a Computed Statistic in a WesVar Table; 3.2.B: Output for WesVar Tables: Computing Mean Score; Computing Mean Scores and Standard Errors for Subgroups in the Population; 3.3 Computing Mean Scores and Standard Errors in WesVar, Four Regions; 3.3.A: WesVar Workbook before Computing Mean Scores by Region; Notes; 3.3.B: WesVar Output for Computing Mean Scores by Region; 4. COMPARING THE ACHIEVEMENTS OF TWO OR MORE GROUPS; Examining the Difference Between Two Mean Scores4.1 Evaluating the Difference between Two Mean Scores4.1.A: WesVar Workbook before Assessing the Difference between Two Mean Scores; 4.1.B: WesVar Output: Mean Mathematics Scores of Students with and without Electricity at Home; 4.1.C: WesVar Output: Mean Score Difference in Mathematics between Students with and without Electricity at Home; 4.1.A: Comparison of Mean Mathematics Scores of Students with and without Electricity at Home; Examining Differences Between Three or More Mean Scores; 4.2 Evaluating Differences among Three or More Mean Scores4.2.A: WesVar Workbook Showing Adjustment to Alpha LevelThis is the fourth and last volume in the set 'National Assessments of Educational Achievement.' Effective assessment of the performance of educational systems is a key component in developing policies to optimize the development of human capital around the world. The five books in the National Assessments of Educational Achievement series introduce key concepts in national assessments of student achievement levels, from policy issues to address when designing and carrying out assessments through test development, questionnaire design, sampling, organizing and carrying out data collection, dat
Subjects: Electronic books.; Education; Educational evaluation; Educational tests and measurements;
© 2015., World Bank Publications,
On-line resources: CGCC online access;
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Echoes [electronic resource] : Ethics and Issues of Voice in Education Research by Midgley, Warren.(SAGE)1610169; Davies, Andy.; Oliver, Mark E.; Danaher, Patrick Alan.;
CONTENTS; FOREWORD; NOTE; REFERENCES; ACKNOWLEDGEMENTS; 1. THE ECHOES OF VOICE IN EDUCATION RESEARCH ETHICS; INTRODUCTION; SOME KEY IDEAS FROM THE LITERATURE; Ethical Concerns about Excluding Voices; Ethical Challenges in Representing Voices; Challenges in Voicing Ethical Concerns; REFLECTIONS ON OUR COMBINED RESEARCH EXPERIENCE; Warren; Andy; Mark; Patrick; IMPLICATIONS: REVERBERATING ECHOES; CONCLUSION; REFERENCES; SECTION ONE: VOICE AND ETHICS: CHALLENGES AND CHALLENGING; 2. A FAINT ECHO: Using Fictionalisation to Speak the Unspeakable; INTRODUCTION; The Ethical Problem of Voice VoiceFictionalisingCONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; 3. DOES ANONYMISING STEAL THE VOICES OF RESEARCHERS AND RESEARCH SUBJECTS?; INTRODUCTION; Setting the Argument; PhD Ethical Decisions; Dissertation Decisions, Anonymity and Confidentiality; Anonymity: Issues; Anonymity: Ethics; Anonymity: Implications; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; 4. ETHICAL RESEARCHER OR VAMPIRIC CONSUMER?: A Post-structural Feminist Researcher's Reflections on Research Involving the Voices of Young People in Contemporary Australian Schools; INTRODUCTIONThe Loudest Voices: Dominant Perspectives on why Students do or do not Study Cit at SchoolSame Voices, Different Story: more Explanations for Girls' Under Representation in Cit; Voices in My Head; or Why do I Feel So Guilty?; Guilty Conversations; Ethical Researcher or Vampiric Consumer? Conversations with Myself and others; CONCLUSION; REFLECTIVE QUESTIONS; ACKNOWLEDGEMENTS; NOTES; REFERENCES; AFFILIATION; 5. THE VOICE AS SUBJECT OR OBJECT; INTRODUCTION; KNOWLEDGE FORMATION; COGNITIVE APPROACH; The Traditional Cognitive Approach; DISCOURSE ANALYTICAL APPROACHKNOWLEDGE OWNERSHIP - PARTICIPANT AS SUBJECT OR OBJECTMIXED METHODS OF KNOWLEDGE FORMATION; MAPPING TO ETHICAL STANDARDS; Respect - Recognition of Intrinsic Value; Respect - Due Regard for Welfare, Beliefs, Perceptions, Customs and Heritage; Respect - Empowerment; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; SECTION TWO: AN EXPLORATION OF VOICE IN EDUCATION; 6. EXPLICATING ARTICULATIONS: Intentions and Intonations in Researching the Voices of Retired Australians; INTRODUCTION; LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK; RESEARCH DESIGNTHEMATIC ANALYSIS OF RESIDENTS' EXPERIENCES OF RETIREMENTAdaptation; Resistance; Uncertainty; IMPLICATIONS FOR DESIGNING AND IMPLEMENTING EDUCATION RESEARCH PROJECTS; CONCLUSION; ACKNOWLEDGEMENTS; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATIONS; 7. HEAR, OH HEAR, THE VOICES OF THE MARGINALISED: Assumptions, Methods and Implications in Capturing the Voices of Expatriate Teachers in Korea; INTRODUCTION; THE VOICES OF EXPATRIATE EFL TEACHERS; WAYS OF BRINGING BLIND SPOTS TO LIGHT; BREAKING AWAY FROM THE TERRA FIRMA; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION8. DECONSTRUCTING THE TAKEN-FORGRANTEDNESS OF INSTITUTIONAL KNOWLEDGE AND POWER IN ARTS EDUCATION: Restoring the Voice of the Creative StudentEchoes: Ethics and Issues of Voice in Education breaks new ground in the field of education research ethics, by examining different perspectives on the role, influence and importance of voice. Drawing on a variety of philosophical and paradigmatic approaches, Echoes: Ethics and Issues of Voice in Education examines how and the different ways in which researchers conceptualise voice in the context of broader theoretical and methodological issues relating to research ethics.Written by authors working across the globe in a variety of academic contexts, it asks: ? How might voice in education be r
Subjects: Electronic books.; Education -- Research.; Education; Educational tests and measurements;
© 2014., Springer,
On-line resources: CGCC online access;
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Classroom assessment : issues and practices / by Banks, Steven R.(SAGE)1875895;
Includes bibliographical references and index."Classroom Assessment reflects the reality of teaching today to show how teachers can plan and teach more effectively by using and creating a full range of assessments. The coverage and assessments that are included are notable for their down to earth practicality as well as their ability to help teachers meet standards and improve learning. The book includes a detailed description of Bloom's Taxonomy and how it relates to assessment as a means to define and categorize students' responses."--BOOK JACKET.
Subjects: Educational tests and measurements;
Available copies: 1 / Total copies: 1
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Perfect Assessment for Learning [electronic resource]. by Gadsby, Claire.; Beere, Jackie.(SAGE)2103036;
Cover; Title Page; Dedication; Contents; Acknowledgements; Foreword; Chapter 1: Beware the AfL 'Buffet'; Chapter 2: Sharing Learning Intentions; Chapter 3: Success Criteria: The 'Cinderella' Aspect of AfL; Chapter 4: Engineering Effective Classroom Discussions; Chapter 5: Formative Feedback; Chapter 6: Activating Learners as Resources for Each Other; Chapter 7: Activating Learners as Owners of their Own Learning; Chapter 8: Demonstrating Effective AFL Progress to Ofsted and Other Stakeholders; Chapter 9: How to Work Effectively with ParentsChapter 10: Winning Hearts and Minds: How to Successfully Embed AfL across the Whole SchoolChapter 11: Key Messages: Moving Forward; Checklist for Perfect Assessment for Learning; Bibliography; CopyrightToo much valuable teacher time is devoted to the kind of marking and feedback which does little to improve pupils' learning. This easy to read guide introduces a range of innovative and practical strategies to ensure that assessment genuinely is for learning
Subjects: Electronic books.; Educational tests and measurements;
© 2012., Crown House Publishing,
On-line resources: http://cgcc.eblib.com/patron/FullRecord.aspx?p=898054 -- Click here to view book;
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Teaching for Wisdom, Intelligence, Creativity, and Success. by Sternberg, Robert J.(DLC)1676034; Jarvin, Linda.; Grigorenko, Elena L.(DLC)1600791;
Cover Page -- Title -- Copyright -- Contents -- List of Tables -- Preface -- Acknowledgments -- About the Authors -- PART I. TEACHING FOR WISDOM, INTELLIGENCE, CREATIVITY, AND SUCCESS -- 1. Introduction to Teaching for Wisdom, Intelligence, Creativity, and Success -- 2. What Is the WICS Model? -- 3. Your Turn: What Is Your Pattern of Strengths? -- PART II. WHY AND HOW TO TEACH FOR SUCCESSFUL INTELLIGENCE -- 4. Introduction to Teaching for Successful Intelligence -- 5. How to Enhance Memory Skills -- 6. How to Enhance Analytical Skills -- 7. How to Enhance Creative Skills -- 8. How to Enhance Practical Skills -- 9. Your Turn: Identify Different Types of Teaching Strategies -- PART III. INTEGRATING TEACHING AND ASSESSMENT IN YOUR CLASSROOM -- 10. Introduction to Integrating Teaching and Assessment -- 11. Matching Assessment and Instruction -- 12. General Guidelines for Developing Diversified Assessments -- 13. Assessing and Rating Memory Skills -- 14. Assessing and Rating Analytical Skills -- 15. Assessing and Rating Creative Skills -- 16. Assessing and Rating Practical Skills -- 17. Your Turn: Develop Different Types of Assessment Questions -- PART IV. WHY AND HOW TO TEACH FOR WISDOM -- 18. Introduction to Teaching for Wisdom -- 19. Three Wisdom-Based Thinking Skills -- 20. Six General Guidelines for Teaching Wisdom -- 21. Reflection: How Can You Promote Wise Thinking in Your Classroom? -- PART V. SYNTHESIS: HELPING STUDENTS ACHIEVE SUCCESS AND SATISFACTION IN THEIR LIVES -- 22. Introduction to Achieving Balance -- 23. How to Balance It All -- 24. A Word of Wisdom on Learning Goals -- 25. Wisdom, Intelligence, and Creativity, Synthesized -- Answer Key -- Appendix to Part I: Suggested Further Readings -- Appendix to Part II: Mnemonic Techniques and Strategies -- Appendix to Part III: Cross-Reference of Sample Tables -- References -- Index.Based on an extensive research, this practical teaching resource provides instructional and assessment guidelines for strengthening students' higher-order thinking and reasoning skills.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Educational tests and measurements;
On-line resources: CGCC online access;
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Formative Assessment : Making It Happen in the Classroom. by Heritage, Margaret.;
Cover Page -- Dedication -- Title -- Copyright -- Contents -- Foreword -- Acknowledgments -- About the Author -- About the Contributor -- 1. Introduction -- Bridging Theory, Research, and Practice -- Overview of the Chapters -- Changes in Practice -- 2. Assessment With and for Students -- The Process of Formative Assessment -- Determine Learning Goals and Define Criteria for Success -- Elicit Evidence of Learning -- Interpreting the Evidence -- Identifying the Gap -- Feedback -- Adapting and Responding to Learning Needs -- Scaffolding New Learning -- Close the Gap -- Classroom Culture -- Theory Into Practice -- Formative and Summative Assessment -- Summing Up -- Reflection Questions -- 3. It All Depends on What the Data Tell You -- The Big Assessment Picture -- Appropriateness for Purpose -- Making Sense of the Data -- Different Assessments for Different Purposes -- Different Grain Sizes -- Taking Action -- Where Does Formative Assessment Fit In? -- Putting It All Together -- Summing Up -- Reflection Questions -- 4. The Drivers of Formative Assessment: Learning Goals and Success Criteria -- Learning Progressions -- Developing a Learning Progression for Reading -- Developing a Learning Progression for Mathematics -- Learning Goals and Success Criteria -- Identifying Learning Goals and Success Criteria -- Revising Learning Goals and Success Criteria -- Communicating Learning Goals and Success Criteria to Students -- Summing Up -- Reflection Questions -- 5. Formative Feedback for Teaching -- Generating the Evidence -- Quality Feedback for Teaching -- Revisiting the Teachers -- Curriculum-Embedded Assessment -- Technology Tools -- Helper Practices for Formative Assessment -- Planning Instruction and Assessment -- Who Is Assessed and When? -- Interpreting Evidence -- The "Just Right Gap" -- Differentiating Instruction -- Building a Repertoire.Summing Up -- Reflection Questions -- 6. Formative Feedback for Learning -- Teacher Feedback -- Types of Teacher Feedback -- Timing of Feedback -- Feedback as Instructional Scaffolding -- Feedback and Self-Regulation -- Examples of Teacher Feedback -- Using the Feedback -- What About Grades? -- Student Feedback -- Peer Feedback -- Feedback From Self-Assessment -- Summing Up -- Reflection Questions -- 7. Implementing Formative Assessment: What Do Teachers Need to Know and Be Able to Do? -- Creating the Classroom Culture -- Classroom Management -- Teacher Knowledge -- Content Knowledge -- Knowledge About Metacognition -- Pedagogical Content Knowledge -- Students' Previous Learning -- Assessment Knowledge -- Teacher Skills -- Interpreting Evidence -- Providing Feedback -- Matching Instruction to the Gap -- Teaching Peer Assessment -- Teacher Attitudes -- Summing Up -- Reflection Questions -- 8. Developing and Deepening Formative Assessment Practice -- A Daunting Prospect? -- A Professional Culture for Change -- Professional Development to Support Teachers' Use of Formative Assessment -- Planning for PLCs -- The Content of the PLCs -- The Role of School Administrators -- Summing Up -- Reflection Questions for Teachers -- Reflection Questions for Administrators -- References -- Index.A practical, in-depth guide to implementing formative assessment in your classroom! Formative assessment allows teachers to identify and close gaps in student understanding and move learning forward. This research-based book walks readers through every step of the process and offers illustrative examples across a range of subject areas and grade levels. This book explains how to: Clearly articulate learning progressions, learning goals, and success criteria Select strategies for assessment and provide quality feedback Engage students in self-assessment and self-management Create a classroom environment that values feedback as part of the learning process.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Educational tests and measurements;
On-line resources: CGCC online access;
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Learning to Learn Pocketbook [electronic resource] : 2nd Edition by Barwood, Tom.;
Cover; Copyright Notice; Enjoy the read!; Publisher; C o n t e n t s; Introduction; T h e B i g P i c t u r e; The power of learning; Your passport to success; The how and the why; Want to be a millionaire?; The why of learning; Achieve your dreams!; Personal 'wish list'; What's in it for me?; The pay-off; The future is unknown…; How successful are you?; Self responsibility; The three areas of learning; R e g i s t e r i n g; The difficulty with registering; The problem with listening; The solution to 'radio boring'; Become more absorbent!; Skimming; Slicing; SimplifyingThe problem with absorbingNetworked notes; How to Mind Map; Personalised Mind Maps; Mind Maps to absorb information; The learning cocktail; Using the senses; Learning styles; Preferred learning style; Are you a visual learner?; Are you an auditory learner?; Are you a kinaesthetic learner?; Learning style questionnaire - results; Visual learners; Auditory learners; Kinaesthetic learners; That perfect cocktail; R e t a i n i n g; Magic memory; The problem with memory; Developing a mega memory; The seven keys; Using the keys; Memory techniques; Mnemonics; Creating mnemonics that workMnemonics - stories and listsMnemonics - get moving!; Mind pegs - step one; Mind pegs - step two; Mind pegs - step three; Reports, films and journeys; Use your body; Use consistent images; Patterns and prices; Numbers and images - step one; Numbers and images - step two; Numbers and poems; The problem of 'memory fade'; 'Memory fade' - the graph; 'Memory fade' - the solution; Reviewing; Transforming; Verbalising; Reducing; Snowballing; Which method works best?; Intervals; R e c a l l i n g; Unlocking your memory; Stress-busting; Be prepared; Early bird or night owl?; Structure and preparationTime plansCreating a time plan; Filling in your time plan; Time planner blank; H e a l t h y M i n d; The basics; Sleep; Switching off; Food and drink; Enough oxygen; Belief; C u r r e n t T h i n k i n g; Sources of inspiration; The teaching and learning process; Structure and style; NLP; Learning style; Science; Mind mapping; Brain Gym; Memory; 'Fixed' or 'growth' mindset?; 10,000 hours; State; The fifth stage of mastery…; F u r t h e r I n f o r m a t i o n; Brain dominance; Intelligence types; Books; About the author; Order form; Title ListingIt was in response to requests from teachers that Learning to Learn came to be written. Hard-pressed to cover what to learn, finding time to research or devise materials on how to learn was, we were told, a problem. Tom Barwood's highly- regarded workshops for teachers and students in schools address just this issue - and now so does his pocketbook. Working on the premise that successful learning depends partly on knowing why you want to learn, the first part of the book looks at motivation. How to learn - registering, retaining, recalling, revising - is the focus of the remainder. From slicin
Subjects: Electronic books.; Education; Educational evaluation; Educational tests and measurements; Effective teaching;
© 2012., Management Pocketbooks,
On-line resources: CGCC online access;
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Improving Measurement of Productivity in Higher Education [electronic resource]. by Council, National Research.; Education, Division of Behavioral and Social Sciences and.; Statistics, Committee on National.;
FrontMatter; Acknowledgments; Contents; Summary; 1 The Importance of Measuring Productivity in Higher Education; 2 Defining Productivity for Higher Education; 3 Why Measurement of Higher Education Productivity Is Difficult; 4 Advancing the Conceptual Framework; 5 Recommendations for Creating and Extending the Measurement Framework; 6 Implementation and Data Recommendations; References and Bibliography; Appendix A: Commonly Used Performance Metrics for Higher Education; Appendix B: Methods for Measuring Comparative Quality and Cost Developed by the National Center for Academic TransformationAppendix C: Overview of Data SourcesAppendix D: Estimating Project-Related Departmental Research; Appendix E: Biographical Sketches of Panel Members; Committee on National Statistics; Board on Testing and Assessment
Subjects: Electronic books.; Educational productivity - United States - Measurement.;
© 2012., National Academies Press,
On-line resources: CGCC Online Access;
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Improving Formative Assessment Practice to Empower Student Learning [electronic resource]. by Wylie, E. (Elizabeth) Caroline.; Gullickson, Arlen R.(SAGE)1890953; Cummings, Katharine E. (Elizabeth).;
Supercharge your formative assessment skills and watch student learning soar! The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. The text suggests that teachers ask themselves the same questions they ask students: Where am I going? What can formative assessment practice look like? Where am I currently in my formative assessment practice? How do I close the gap? Included are case studies, examples of forma
Subjects: Electronic books.; Academic achievement; Educational evaluation; Educational tests and measurements;
© 2012., SAGE Publications,
On-line resources: CGCC online access;
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