Author: John Watson Murray RothneyPublisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 44
Book Description
Evaluating and Reporting Pupil Progress
Author: John Watson Murray RothneyPublisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 44
Book Description
Evaluating and Reporting Pupil Progress
Author: John W. M. RothneyEvaluating and Reporting Student Progress in Business Education
Author: Clyde Wilson HumphreyPublisher:
ISBN:
Category : Business education
Languages : en
Pages : 1198
Book Description
Evaluation of a Method of Reporting Pupil Progress at the Middle School Level
Author: Michael Robert KirschePublisher:
ISBN:
Category : Parent-teacher conferences
Languages : en
Pages : 158
Book Description
Evaluating and Reporting Student Progress in the Middle School
Author: Gordon F. VarsPublisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 48
Book Description
Evaluating and Reporting Pupil Progress
Author: Jerome Edward LeavittPublisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 16
Book Description
Knowing What Students Know
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
An Evaluation of Reporting Pupil Progress to Parents in Grade Four, Five, and Six in Richardson School, Cuyahoga Falls, Ohio
Author: Iris Helen RotnemPublisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 76
Book Description
Evaluating and Reporting Pupil Progress in the Elementary School
Author: Sister Mary Clare Francis BentonPublisher:
ISBN:
Category : School children
Languages : en
Pages : 74
Book Description
Testing, Teaching, and Learning
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309172861
Category : Education
Languages : en
Pages : 136
Book Description
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.