Author: National Assessment of Educational ProgressPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Mathematics. Released Exercices from the 1981-82 Assessment
Author: National Assessment of Educational ProgressPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Mathematics
Author: Mathematics Objectives, 1981-82 Assessment
Author: National Assessment of Educational Progress (Project)Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 54
Book Description
This document describes the nature of the Third Assessment of Mathematics for the National Assessment of Educational Progress. Information about the first two assessments is provided to give background information and details on the framework for the third assessment. It is noted that objectives for the third assessment are based on the second, with revisions that reflect current content and trends in school mathematics. Information about the content domain is provided, with the six content categories discussed: numbers and numeration; variables and relationships; shape, size, and position; measurement; probability and statistics; and technology. Technology is measured by assessing the use of calculators and computer literacy. Five categories in the process domain are reviewed: knowledge, skill, understanding, application and problem solving, and attitudes towards mathematics. Questions to be answered within each of the process categories are listed. The first of two appendices lists advisory committee members and consultants. The second provides additional information on three assessment topics: attitudes, the calculator, and estimation skills. (MP)
National Assessment of Educational Progress
Author: Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 574
Book Description
Resources in Education
Author: Monthly Catalog of United States Government Publications
Author: United States. Superintendent of DocumentsPublisher:
ISBN:
Category : Government publications
Languages : en
Pages :
Book Description
February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index
Monthly Catalogue, United States Public Documents
Author: Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1426
Book Description
National Assessment of Educational Progress 1969-1983
Author: Theodore B. PrattPublisher:
ISBN:
Category : Education
Languages : en
Pages : 250
Book Description
During its first 14 years of existence, the National Assessment of Educational Progress (NAEP) was located at the Education Commission of the States (ECS). This annotated bibliography of 575 references lists all major publications by or about NAEP published between 1969 and 1983. References are in a classified arrangement, by specific or special assessment. Documents not dealing with a specific assessment are grouped by: Methodological Publications; Special Analyses; and General and Miscellaneous. Materials by NAEP are separated from materials about NAEP done by external organizations. Subject, Personal Author, and Preparing Institution indexes are provided. The compilation is based on materials (documents and journal articles) archived in the database of the Educational Resources Information Center (ERIC), and therefore most documents cited can be obtained through the ERIC Document Reproduction Service (EDRS). (WTB)
NAEP Newsletter
Author: Toward a New Science of Educational Testing and Assessment
Author: Harold BerlakPublisher: State University of New York Press
ISBN: 0791496473
Category : Education
Languages : en
Pages : 248
Book Description
The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities. Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.