What, why and how of assessment, Child, Simon Ellis, Paul
Автор: Vijay Reddy, Tia Linda Zuze, Mariette Visser, Lolita Winnaar, Andrea Juan, Cas Prinsloo, Fabian Arends, Shawn Rogers Название: Beyond Benchmarks: What Twenty Years of TIMSS Data Tell Us About South African Education ISBN: 0796924708 ISBN-13(EAN): 9780796924704 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 8310.00 T Наличие на складе: Невозможна поставка. Описание: Provides a measured assessment of what has been achieved in South African education over the last 20 years based on the evidence provided by Trends in International Mathematics and Science Studies, to redefine what "good" progress means in light of South Africa`s developmental pathway.
Название: Cambridge IELTS 11 Academic Student`s Book with Answers with ISBN: 1316503968 ISBN-13(EAN): 9781316503966 Издательство: Cambridge University Press Рейтинг: Цена: 1650.00 T Наличие на складе: Нет в наличии. Описание: Authentic examination papers from Cambridge Assessment English provide perfect practice because they are EXACTLY like the real test. IELTS 11 Academic delivers FOUR complete examination papers plus details of the different parts of the test and the scoring system, so you familiarise yourself with the test format and practise your exam technique. The book comes with answers, tape scripts and sample writing answers. Use the access code on the inside front cover to download the audio for the Listening tests. These tests are also available as IELTS Academic Tests 1-4 on Testbank.org.uk.
Автор: Susan D. Blum Название: Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) ISBN: 1949199819 ISBN-13(EAN): 9781949199819 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 83590.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
Автор: Blum Susan D. Название: Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) ISBN: 1949199827 ISBN-13(EAN): 9781949199826 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 22570.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
Автор: Child, Simon Ellis, Paul Название: What, why and how of assessment ISBN: 1529752558 ISBN-13(EAN): 9781529752557 Издательство: Sage Publications Рейтинг: Цена: 68640.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Supports teachers to understand the foundation principles of assessment , stay up to date with the latest classroom approaches and have the confidence to evaluate and question the effectiveness of new methods.
Автор: Nagai Noriko, Birch Gregory C., Bower Jack V. Название: Cefr-Informed Learning, Teaching and Assessment: A Practical Guide ISBN: 9811558930 ISBN-13(EAN): 9789811558931 Издательство: Springer Рейтинг: Цена: 67750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book is a practical guide to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV;
Автор: Shrestha Prithvi N. Название: Dynamic Assessment of Students` Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives ISBN: 3030558444 ISBN-13(EAN): 9783030558444 Издательство: Springer Рейтинг: Цена: 127040.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Introduction to Dynamic Assessment.- Sociocultural Theory and Academic Writing.- Systemic Functional Linguistics, Dynamic Assessment and Academic Writing.- Higher Education, Academic Writing Assessment and Formative Feedback.- Application of Dynamic Assessment to Distance Education.- Tutor Mediation, Learner Reciprocity and Academic Writing Development.- Tracking Learners' Academic Writing and Conceptual Development through Systemic Functional Linguistics.- Conclusion.
Название: How to Assess Your Students ISBN: 0198417926 ISBN-13(EAN): 9780198417927 Издательство: Oxford Education Рейтинг: Цена: 26390.00 T Наличие на складе: Поставка под заказ. Описание: How to Assess Your Students provides concise, practical guidance on a central aspect of teaching; one which is of perennial interest. Chandler-Grevatt outlines the essentials of assessment, explaining how to prepare effective activities and use assessment data as a progressive tool for enhancing learning.
Автор: Kloosterman Peter, Mohr Doris, Walcott Crystal Название: What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress ISBN: 1681232006 ISBN-13(EAN): 9781681232003 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
Автор: Peter Kloosterman, Doris Mohr, Crystal Walcott Название: What Mathematics Do Students Know and How is that Knowledge Changing?: Evidence from the National Assessment of Educational Progress ISBN: 1681232014 ISBN-13(EAN): 9781681232010 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high‐school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics. Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth‐grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
Assessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers.
This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore.
While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly.
Автор: Wilson, Leslie Walker Название: What Every Teacher Needs to Know about Assessment ISBN: 1930556896 ISBN-13(EAN): 9781930556898 Издательство: Taylor&Francis Рейтинг: Цена: 22450.00 T Наличие на складе: Нет в наличии.
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