Interpretation of Educational Measurements
Author : Truman Lee Kelley
Publisher :
Page : 394 pages
File Size : 26,40 MB
Release : 1927
Category : Education
ISBN :
Author : Truman Lee Kelley
Publisher :
Page : 394 pages
File Size : 26,40 MB
Release : 1927
Category : Education
ISBN :
Author : Truman Lee Kelley
Publisher :
Page : 363 pages
File Size : 11,33 MB
Release : 1927
Category :
ISBN :
Author : Truman Lee Kelley
Publisher :
Page : 396 pages
File Size : 11,27 MB
Release : 1927
Category : Education
ISBN :
Author : Frederick Barton Davis
Publisher :
Page : 440 pages
File Size : 27,27 MB
Release : 1964
Category : Educational tests and measurements
ISBN :
This book is intended as a basic text for courses in psychological and educational measurement and as a handbook for clinical and school psychologists, counselors, and school administrators. It emphasizes the practical uses of tests and other evaluative instruments in schools and clinics. The inclusion of material not readily available elsewhere on the interpretation of individual and group scores, the measurement of change, the measurement of over- and underachievement, and school marking procedures makes this book particularly suitable for graduate courses in educational measurement. The types of tests and test interpretation discussed in this book are limited to those that can appropriately be used by psychologists, counselors, teachers, and other school personnel who do not have extensive clinical experience involving approved supervised training in clinical practice.
Author : Walter Scott Monroe
Publisher :
Page : 402 pages
File Size : 33,68 MB
Release : 1923
Category : Educational tests and measurements
ISBN :
The theory of educational measurement presented in this book has mainly to do with such things as the construction of tests and scales, the types of pupil preformances susceptible of measurement, the meanings of scores and norms, the validation of testing instruments, and the technique of the application. The material has been subjected to new organization, classification, definition, and critical interpretation. The result is a very intelligible treatment of questions that test makers and test users desire very much to understand.
Author : Flora Dinkines
Publisher :
Page : pages
File Size : 50,30 MB
Release : 1964
Category :
ISBN :
Author : Richard Harold Lindeman
Publisher : Pearson Scott Foresman
Page : 260 pages
File Size : 30,37 MB
Release : 1979
Category : Education
ISBN :
Author : National Society for the Study of Education
Publisher :
Page : 206 pages
File Size : 34,16 MB
Release : 1918
Category : Education
ISBN :
Author : Harry Andrew Greene
Publisher :
Page : 428 pages
File Size : 38,43 MB
Release : 1929
Category : Education
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 383 pages
File Size : 23,90 MB
Release : 2001-10-27
Category : Education
ISBN : 0309293227
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.