Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
Book Description
Resources in Education
Author: Research in Education
Author: Topical List of Publications
Author: California Postsecondary Education CommissionPublisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 74
Book Description
Microlog, Canadian Research Index
Author: Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1550
Book Description
An indexing, abstracting and document delivery service that covers current Canadian report literature of reference value from government and institutional sources.
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.
Federal Program Evaluations
Author: Publisher:
ISBN:
Category : Evaluation research (Social action programs)
Languages : en
Pages : 1032
Book Description
Contains an inventory of evaluation reports produced by and for selected Federal agencies, including GAO evaluation reports that relate to the programs of those agencies.
Federal Evaluations
Author: Publisher:
ISBN:
Category : Evaluation research (Social action programs)
Languages : en
Pages : 1032
Book Description
Contains an inventory of evaluation reports produced by and for selected Federal agencies, including GAO evaluation reports that relate to the programs of those agencies.
Final Report
Author: Operation Renaissance (Denver, Colo.). Elementary and Secondary Education Task ForcePublisher:
ISBN:
Category : Education
Languages : en
Pages : 34
Book Description
Federal Register Index
Author: Progressing Students' Language Day by Day
Author: Alison L. BaileyPublisher: Corwin Press
ISBN: 1506358861
Category : Education
Languages : en
Pages : 241
Book Description
Because content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. “Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation.” — Paola Uccelli, Professor of Education, Harvard University