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This book highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. It includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds.
Educational tests and measurements --- Standards. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of --- Andreas Oranje --- Applications of Educational Measurement and Assessment --- Assessment --- Brian D. Gane --- Deirdre Kerr --- Educational Assessment --- Educational Evaluation --- Educational Measurement --- Educational Methodology --- Ercikan --- Evaluation --- Game-Based Assessment --- Gerald Tindal --- Guillermo Solano-Flores --- Isaac I. Bejar --- Jacqueline P. Leighton --- James W. Pellegrino --- Joanna Gorin --- Joseph F. T. Nese --- Julie Alonzo --- Kristen Huff --- Laura Wright --- Lauress L. Wise --- Leilani S --- Louis V. DiBello --- Magda Chía --- Michael Kane --- NCME --- Paul Nichols --- Pellegrino
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New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes - historical thinking, historical consciousness or historical sense making - demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities.For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students' language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.Bron: https://www.routledge.com/New-Directions-in-Assessing-Historical-Thinking/Ercikan-Seixas/p/book/9781138018273
History --- Critical thinking. --- Reflective learning. --- Learning --- Educational evaluation. --- Educational tests and measurements. --- Study and teaching. --- Philosophy. --- Educational evaluation --- Educational tests and measurements --- Critical thinking --- Geschiedenis ; onderwijs. --- Historisch denken --- Geschiedenis --- Didactiek --- Kritisch denken --- Geneeskunde --- Techniek (wetenschap) --- Atlas --- Museum --- History - Study and teaching.
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Annotation
Collective memory --- Memory --- History --- Public history --- Interviews --- Conversation --- Interviewing --- Annals --- Auxiliary sciences of history --- Retention (Psychology) --- Intellect --- Psychology --- Thought and thinking --- Comprehension --- Executive functions (Neuropsychology) --- Mnemonics --- Perseveration (Psychology) --- Reproduction (Psychology) --- Collective remembrance --- Common memory --- Cultural memory --- Emblematic memory --- Historical memory --- National memory --- Public memory --- Social memory --- Social psychology --- Group identity --- National characteristics --- Applied history --- Social aspects --- Interview. --- Canada --- Social conditions. --- Conditions sociales.
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