In a handful of nations, virtually all children are learning to make complex arguments and solve problems they’ve never seen before. They are learning to think, in other words, and to thrive in the modern economy. Inspired to find answers for our own children, author and Time magazine journalist Amanda Ripley follows three Americans embedded in these countries for one year. Kim, fifteen, raises $10,000 so she can move from Oklahoma to Finland; Eric, eighteen, trades his high-achieving Minnesota suburb for a booming city in South Korea; and Tom, seventeen, leaves a historic Pennsylvania village for Poland.
Through these young informants, Ripley meets battle-scarred reformers, sleep-deprived zombie students, and a teacher who earns $4 million a year. Their stories, along with groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these countries had many “smart” kids a few decades ago. Things had changed. Teaching had become more rigorous; parents had focused on things that mattered; and children had bought into the promise of education.
Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success.
One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources.
The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
Qualitative Research is the essential guide to understanding, designing, conducting, and presenting a qualitative research study. This fourth edition features new material covering mixed methods, action research, arts-based research, online data sources, and the latest in data analysis, including data analysis software packages as well as narrative and poetic analysis strategies. A new section offers multiple ways of presenting qualitative research findings. The reader-friendly, jargon-free style makes this book accessible to both novice and experienced researchers, emphasizing the role of a theoretical framework in designing a study while providing practical guidance.
Qualitative research reaches beyond the what, where, and when of quantitative analysis to investigate the why and how behind human behavior and the reasons that govern such behavior, but this presents a number of significant challenges. This guide is an invaluable reference for students and practitioners alike, providing the deep understanding that this sometimes difficult area of research requires to produce accurate results. The book contains a step-by-step guide to analyzing qualitative data and an addendum for graduate students with a template for a thesis, dissertation, or grant application. Build a strong foundation in qualitative research theory and application Design and implement effective qualitative research studies Communicate findings more successfully with clear presentation Explore data sources, data analysis tools, and the different types of research
New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features.Authored by the creators of the WISC-VDescribes the new subtests, revised test structure, and test extensionsAdvises clinicians on test selection and custom tailoring of assessment measuresProvides best practice recommendations for accurate administration and scoringAddresses electronic administration via tablets and comparison to print scoresReviews social/contextual factors for understanding racial/ethnic differencesTranslates scores to predict behaviors and identify child strengths and weaknessesSuggests interventions, accommodations, and instructional strategies for low scorers
Designed to give basic hands-on experience in the overall ethnography research process, Ethnography Essentials covers a wealth of topics, enabling anyone new to ethnography research to successfully explore the excitement and challenges of field research.
The Common Core Connections series provides teachers with a skill assessment and analysis to help determine individualized instruction needs. Focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! Standards correlations are printed on each page to make planning and documentation simple. This series is an ideal resource for differentiation and remediation. Each 96-page book includes a skill assessment, assessment analysis, Common Core State Standards Alignment Matrix, and answer key.
Gaining admission to a top medical school requires more than "just" a stellar MCAT score and an excellent GPA. You'll also need to nail your personal statement. In this book, you’ll find the help you need to do just that:
• 45 real essays from future doctors, along with each applicant’s MCAT scores, GPA, and admissions profile
• An overview of med school admissions and financial aid, including a breakdown of the “anatomy” of the application
• Interviews with admissions officers who have read thousands of application essays
This fifth edition of Medical School Essays That Made a Difference includes application essays from students who enrolled at the following schools:
Cornell University, Joan and Sanford I. Weill Medical College
Georgetown University, School of Medicine
Johns Hopkins University, School of Medicine
New York University, NYU School of Medicine
Temple University, School of Medicine
Tulane University, School of Medicine
University of Virginia, School of Medicine
University of Wisconsin—Madison, School of Medicine and Public Health
Yale University, School of Medicine
From the Trade Paperback edition.
New to This Edition
*Chapter on assessing vocabulary.
*Additional instruments, including the Informal Decoding Inventory and the Motivation to Read Profile--Revised.
*Links to the Common Core State Standards (CCSS) have been added throughout.
*The latest research and more instructional strategies in every area.
See also Reading Assessment in an RTI Framework, which offers systematic guidance for conducting assessments in all three tiers of RTI.
A critical read for teachers and parents who want to improve children’s mathematics learning, What’s Math Got to Do with It? is “an inspiring resource” (Publishers Weekly). Featuring all the important advice and suggestions in the original edition of What’s Math Got to Do with It?, this revised edition is now updated with new research on the brain and mathematics that is revolutionizing scientists’ understanding of learning and potential.
As always Jo Boaler presents research findings through practical ideas that can be used in classrooms and homes. The new What’s Math Got to Do with It? prepares teachers and parents for the Common Core, shares Boaler’s work on ways to teach mathematics for a “growth mindset,” and includes a range of advice to inspire teachers and parents to give their students the best mathematical experience possible.
Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. But in How Children Succeed, Paul Tough argues that the qualities that matter more have to do with character: skills like perseverance, curiosity, optimism, and self-control.
How Children Succeed introduces us to a new generation of researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough reveals how this new knowledge can transform young people’s lives. He uncovers the surprising ways in which parents do—and do not—prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty. This provocative and profoundly hopeful book will not only inspire and engage readers, it will also change our understanding of childhood itself.
“Illuminates the extremes of American childhood: for rich kids, a safety net drawn so tight it’s a harness; for poor kids, almost nothing to break their fall.”—New York Times
“I learned so much reading this book and I came away full of hope about how we can make life better for all kinds of kids.”—Slate
The Common Core Connections series provides teachers with the skill assessments to help determine individualized instruction needs. Focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! Grade specific coherent content progresses in difficulty to achieve optimum fluency. It is also an ideal resource for differentiation and remediation. Each 96-page book includes an assessment test, test analysis, Common Core State Standards Alignment Matrix, and answer key.
With more than 130,000 copies in print, this valuable resource for pre- and inservice educators features:Fresh information about how children think and learn, how their language develops, and how their families, their culture, and their environment influence and help to shape them. Observations that reflect the increasingly diverse population in contemporary early childhood classrooms. The imperative for teachers to widen their lens in order to meet the needs of young children with a range of developmental capacities, abilities, and behaviors.
“Responds to new knowledge about how children think, learn and develop language, and about the influences of families, culture, and other environmental influences.”
—Zero to Three (previous edition)
Using clear explanations and poignant cases, this timely resource shows how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features:Discussion of the complex nature of learning Ways to use formative assessment in a variety of contexts Real-life examples and case studies of assessment in action Sample rubrics and lesson plans for easy implementation Ideas for Follow-up at the end of each chapter Insights into common classroom dilemmas along with viable solutions
In the first chapter, the reader is presented with a comprehensive array of societal and home environment factors for which there is empirical evidence indicating their impact on the development of children’s cognitive abilities, and ultimately their scores on intelligence tests. Subsequent chapters address issues related to the assessment of cognitive abilities that compose 'g', with special emphasis on the clinical correlates of working memory and processing speed from both neuropsychological and cognitive information processing perspectives. Each new chapter builds on material presented in previous chapters and progresses the reader purposefully through deeper levels of understanding of WISC-IV and cognitive assessment in general. Two chapters explicate the processing approach to interpretation that is the corner stone of the WISC-IV Integrated. A further chapter addresses the interpretation of WISC-IV findings within the context of other instruments as part of a full psychological evaluation. The final chapter provides an extensive case example of how to write psychological evaluation reports from a child-centered rather than a score-centered perspective that can have transforming impact on parents and teachers approach to the child. Overall, these four authors are the architects of a masterful new book on advanced WISC-IV interpretation from a clinical perspective, Together with the complimentary book, WISC-IV Clinical Assessment and Intervention, Second Edition these books provide the complete spectrum of information needed by all psychologists who use the WISC-IV in clinical practice.The Wechsler scale is the most widely used assessment of children's intelligenceAuthored by assessment experts including Harcourt Assessment staff with exclusive data on the WISC-IVDiscusses interpretation of 4 index scores of WISC-IVExamines the WISC-IV in relation to other frequently used psychological testsDescribes the importance of the WISC-IV integrated in clinical assessmentPredicts scholastic achievement based on WISC-IV subtest scoresDiscusses modification of score interpretation based on culture, SES, & other contextual factors
Darrell is a reflective, brilliant young man, who never thought of himself as a good student. He always struggled with his reading and writing skills. Darrell's father, a single parent, couldn't afford private tutors. By the end of middle school, Darrell's grades and his confidence were at an all time low. Then everything changed.
When education journalist Kristina Rizga first met Darrell at Mission High School, he was taking AP calculus class, writing a ten-page research paper, and had received several college acceptance letters. And Darrell was not an exception. More than 80 percent of Mission High seniors go to college every year, even though the school teaches large numbers of English learners and students from poor families.
So, why has the federal government been threatening to close Mission High—and schools like it across the country?
The United States has been on a century long road toward increased standardization in our public schools, which resulted in a system that reduces the quality of education to primarily one metric: standardized test scores. According to this number, Mission High is a “low-performing” school even though its college enrollment, graduation, attendance rates and student surveys are some of the best in the country.
The qualities that matter the most in learning—skills like critical thinking, intellectual engagement, resilience, empathy, self-management, and cultural flexibility—can't be measured by multiple-choice questions designed by distant testing companies, Rizga argues, but they can be detected by skilled teachers in effective, personalized and humane classrooms that work for all students, not just the most motivated ones.
Based on four years of reporting with unprecedented access, the unforgettable, intimate stories in these pages throw open the doors to America's most talked about—and arguably least understood—public school classrooms where the largely invisible voices of our smart, resilient students and their committed educators can offer a clear and hopeful blueprint for what it takes to help all students succeed.
Field Application engineers need to master a wide area of topics to excel. The Test and Measurement Know It All covers every angle including Machine Vision and Inspection, Communications Testing, Compliance Testing, along with Automotive, Aerospace, and Defense testing.A 360-degree view from our best-selling authorsTopics include the Technology of Test and Measurement, Measurement System Types, and Instrumentation for Test and MeasurementThe ultimate hard-working desk reference; all the essential information, techniques and tricks of the trade in one volume
Banks provides thorough and well-documented discussions of performance assessment, essay and multiple-choice assessments, formative assessment, and reliability/validity issues as well as invaluable classroom assessment tools that include portfolios, rubrics, journals, and models such as Anderson and Krathwohls revision of Blooms Taxonomy. Gender and diversity issues, including learning differences and socioeconomic influences on student achievement, are given in-depth coverage. Outstanding features include case studies, point/counterpoint debates on controversial assessment topics and practices, teacher application exercises, thought-provoking self-assessment exercises, and end-of-chapter activities that include review questions and opportunities for directed learning.
The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice.
Praise for Previous Editions!
“A striking example of how Piaget’s work could well be applied to education—to advantage and with delight.”
—School Psychology International
“As she explains in her inspiring account of the exhilarating process of teaching and learning, now we all have the opportunity to create wonderful ideas.”
“Admirably confirms Eleanor Duckworth’s ability to express complex ideas and profound insights with clarity, good sense, and relevance for classroom practice.”
—The Journal of Educational Thought
Eleanor Duckworth is Professor of Education at Harvard University. She worked with Jean Piaget for more than two decades, as a student and colleague.
The first section of the book provides an overview of the WAIS-IV, WMS-IV, and new Advanced Clinical Solutions for Use with the WAIS-IV/WMS-IV (ACS). In this section, examiners will learn:Normal versus atypical score variabilityLow-score prevalence in healthy adults versus clinical populationsAssessing whether poor performance reflects a decline in function or is the result of suboptimal effort
New social cognition measures found in the ACS are also presented. The second part focuses on applying the topics in the first section to specific clinical conditions, including recommended protocols for specific clientele (e.g. using demographically adjusted norms when evaluating individuals with brain injury). Common clinical conditions are discussed, including Alzheimer’s disease, mild cognitive impairment, traumatic brain injury, and more. Each chapter provides case examples applying all three test batteries and using report examples as they are obtained from the scoring assistant. Finally, the use of the WAIS-IV/WMS-IV and the ACS in forensic settings is presented.Coverage of administration and scoring of WAIS-IV, WMS-IV and ACSInformation contained on the use of WAIS-IV with special populationsCase studies in each chapterWritten by the creators of WAIS-IV, WMS-IV and ACS
This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners.
With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features:
- New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning
- Teacher-friendly assessment topics
- Practical examples and chapter summaries throughout
This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment.
John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.
Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, a chief education advisor to President Obama, Co-Director of the Stanford Center for Opportunity Policy in Education, and Founding Director of the School Redesign Network at Stanford.
Practice makes perfect—and The Princeton Review’s 1,007 GRE Practice Questions
gives you everything you need to hone your skills and perfect your score. Inside, you’ll find tips & strategies for tackling the GRE, tons of material to show you what to expect on the exam, and all the practice you need to get the score you want.
Inside The Book: All the Practice and Strategies You Need
• 2 comprehensive practice exams: 1 diagnostic in the book, 1 computer-based test online
• 71 additional verbal, math, and essay drills, including practice questions for the new GRE question types
• Math drills broken down by geometric shape: circles, triangles, 3-D figures, etc.
• Verbal drills covering the tough Text Completion and Sentence Equivalence
• Techniques and approaches for every question type
• Bonus vocabulary content from Word Smart for the GRE
For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.
Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.
Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
This practical book provides middle and high school teachers with explicit guidance on developing specific objectives and appropriate formative and summative assessments. After presenting an easy-to-follow model for designing objectives based on state and national content standards, the authors cover the major forms of assessment and provide detailed examples for all levels of Bloom’s Taxonomy. Teachers will learn how to:Unwrap state and national standards Write measurable objectives for unit and daily lesson plans Develop assessments in the content areas
Ability varies. Children differ in their ability to learn academic material. Doing our best for every child requires, above all else, that we embrace that simplest of truths. America’s educational system does its best to ignore it.
Half of the children are below average. Many children cannot learn more than rudimentary reading and math. Real Education reviews what we know about the limits of what schools can do and the results of four decades of policies that require schools to divert huge resources to unattainable goals.
Too many people are going to college. Almost everyone should get training beyond high school, but the number of students who want, need, or can profit from four years of residential education at the college level is a fraction of the number of young people who are struggling to get a degree. We have set up a standard known as the BA, stripped it of its traditional content, and made it an artificial job qualification. Then we stigmatize everyone who doesn’t get one. For most of America’s young people, today’s college system is a punishing anachronism.
America’s future depends on how we educate the academically gifted. An elite already runs the country, whether we like it or not. Since everything we watch, hear, and read is produced by that elite, and since every business and government department is run by that elite, it is time to start thinking about the kind of education needed by the young people who will run the country. The task is not to give them more advanced technical training, but to give them an education that will make them into wiser adults; not to pamper them, but to hold their feet to the fire.
The good news is that change is not only possible but already happening. Real Education describes the technological and economic trends that are creating options for parents who want the right education for their children, teachers who want to be free to teach again, and young people who want to find something they love doing and learn how to do it well. These are the people for whom Real Education was written. It is they, not the politicians or the educational establishment, who will bring American schools back to reality.
Twenty-four years ago, Charles Murray’s Losing Ground changed the way the nation thought about welfare. Real Education is about to do the same thing for America’s schools.
From the Hardcover edition.
Jane E. Pollock, coauthor of Classroom Instruction That Works, expands on the bestseller’s feedback strategy in this groundbreaking work. While feedback is not a new concept, what is new is using it the way people use computer apps—to set goals, track their progress, and regulate their own learning. With only a slight shift in teaching strategy, this no-cost technique:
Informs teachers while students are learning, not after Engages and motivates learners Teaches 21st-century skills Helps students understand and meet standards
How can you measure student mastery of 21st century skills like creativity, problem solving, and use of technology? Laura Greenstein provides a framework and practical ideas for using authentic learning experiences and rigorous assessment strategies to engage today’s students. With numerous rubrics and checklists, a step-by-step model for developing your own classroom assessments, a lesson planning template, and sample completed lesson plans, this book discusses how to teach and assess:Thinking skills: critical thinking, problem solving, creativity, and metacognition Actions: communication, collaboration, digital and technological literacy Living skills: citizenship, global understanding, leadership, college and career readiness
Designed for use by a wide-ranging audience, this Handbook not only includes perspective on the methodological and data analysis problems in longitudinal research but it also includes contributors' data sets that enable readers who lack sophisticated statistics skills to move from theories about longitudinal data into practice.
As the comprehensive reference, this Handbook has no direct competition as most books in this subject area are more narrowly specialized and are pitched at a high mathematical level.Contributors and subject areas are interdisciplinary to reach the broadest possible audience (i.e., psychology, epidemiology, and economics research fields)Summary material will be included for less sohisticated readersExtensive coverage is provided of traditional advanced topics
Sabatini, Albro, and O'Reilly believe that in light of the move towards Common Core State Standards and assessments, as well as significant national investments in reading and literacy education, it is a critical and opportune time to bring together the research and measurement community to address fundamental issues of measuring reading comprehension, both in theory and in practice.
To gain admission to the top business schools, you need more than just high test scores and a strong GPA—you need to crush your essays. Business School Essays That Made a Difference, 6th Edition, gives you resources to help do just that, including:
• Real essays written by MBA applicants—with commentary from the admissions experts
• An overview of b-school admissions and the role of essays in your application
• Insider advice: Interviews with admissions pros at Cornell, George Washington, Penn State, and more
Business School Essays That Made a Difference, 6th Edition, includes essays submitted to the following schools:
Babson College, Olin Graduate School of Business
Dartmouth College, Tuck School of Business
Emory University, Goizueta Business School
Massachusetts Institute of Technology, Sloan School of Management
The University of Chicago, Booth School of Business
University of Michigan, Stephen M. Ross School of Business
University of North Carolina at Chapel Hill, Kenan-Flagler Business School
University of Virginia, Darden School of Business
The Clinician’s Handbook of Child Behavioral Assessment provides a single source for understanding new developments in this field, cutting across strategies, techniques, and disorders. Assessment strategies are presented in context with the research behind those strategies, along with discussions of clinical utility, and how assessment and conceptualization fit in with treatment planning. The volume is organized in three sections, beginning with general issues, followed by evaluations of specific disorders and problems, and closing with special issues. To ensure cross chapter consistency in the coverage of disorders, these chapters are formatted to contain an introduction, assessment strategies, research basis, clinical utility, conceptualization and treatment planning, a case study, and summary. Special issue coverage includes child abuse assessment, classroom assessment, behavioral neuropsychology, academic skills problems, and ethical-legal issues. Suitable for beginning and established clinicians in practice, this handbook will provide a ready reference toward effective child behavioral assessment.
Part 1 examines the most commonly used polytomous IRT models, major issues that cut across these models, and a common notation for calculating functions for each model. An introduction to IRT software is also provided. Part 2 features distinct approaches to evaluating the effectiveness of polytomous IRT models in various measurement contexts. These chapters appraise evaluation procedures and fit tests and demonstrate how to implement these procedures using IRT software. The final section features groundbreaking applications. Here the goal is to provide solutions to technical problems to allow for the most effective use of these models in measuring educational, psychological, and social science abilities and traits. This section also addresses the major issues encountered when using polytomous IRT models in computerized adaptive testing. Equating test scores across different testing contexts is the focus of the last chapter. The various contexts include personality research, motor performance, health and quality of life indicators, attitudes, and educational achievement.
Featuring contributions from the leading authorities, this handbook will appeal to measurement researchers, practitioners, and students who want to apply polytomous IRT models to their own research. It will be of particular interest to education and psychology assessment specialists who develop and use tests and measures in their work, especially researchers in clinical, educational, personality, social, and health psychology. This book also serves as a supplementary text in graduate courses on educational measurement, psychometrics, or item response theory.
Each chapter begins with an overview of key material reviewed in previous chapters, concludes with a list of suggested readings, and features boxes with examples that connect theory to practice. These examples reflect actual situations that occurred in psychology, education, and other disciplines in the US and around the globe, bringing theory to life. Critical thinking questions related to the boxed material engage and challenge readers. A few examples include:
What is the difference between intelligence and IQ?
Can people disagree on issues of value but agree on issues of test validity?
Is it possible to ask the same question in two different languages?
The first part of the book contrasts theories of measurement as applied to the validity of behavioral science measures.The next part considers causal theories of measurement in relation to alternatives such as behavior domain sampling, and then unpacks the causal approach in terms of alternative theories of causation.The final section explores the meaning and interpretation of test scores as it applies to test validity. Each set of chapters opens with a review of the key theories and literature and concludes with a review of related open questions in test validity theory.
Researchers, practitioners and policy makers interested in test validity or developing tests appreciate the book's cutting edge review of test validity. The book also serves as a supplement in graduate or advanced undergraduate courses on test validity, psychometrics, testing or measurement taught in psychology, education, sociology, social work, political science, business, criminal justice and other fields. The book does not assume a background in measurement.
Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. Written by well-recognized international scholars in language testing, it covers:
the history of tests and testing systems, issues and challenges, and current research in China
both test-designers’ and test-users’ points of view on test development and test validation within a range of political, economical, social, and financial contexts in China
theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools
empirical research related specifically to test development, curricular innovation, and test validation
Given the long history of objective testing and its extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for anyone involved in testing and assessment issues in China and elsewhere in the world. This is a must-read volume for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers/researchers at all levels.
Presenting a straightforward introduction from the ground up, SAS® Essentials: Mastering SAS for Data Analytics, Second Edition illustrates SAS using hands-on learning techniques and numerous real-world examples. Keeping different experience levels in mind, the highly-qualified author team has developed the book over 20 years of teaching introductory SAS courses.
Divided into two sections, the first part of the book provides an introduction to data manipulation, statistical techniques, and the SAS programming language. The second section is designed to introduce users to statistical analysis using SAS Procedures. Featuring self-contained chapters to enhance the learning process, the Second Edition also includes:Programming approaches for the most up-to-date version of the SAS platform including information on how to use the SAS University Edition Discussions to illustrate the concepts and highlight key fundamental computational skills that are utilized by business, government, and organizations alike New chapters on reporting results in tables and factor analysis Additional information on the DATA step for data management with an emphasis on importing data from other sources, combining data sets, and data cleaning Updated ANOVA and regression examples as well as other data analysis techniques A companion website with the discussed data sets, additional code, and related PowerPoint® slides
SAS Essentials: Mastering SAS for Data Analytics, Second Edition is an ideal textbook for upper-undergraduate and graduate-level courses in statistics, data analytics, applied SAS programming, and statistical computer applications as well as an excellent supplement for statistical methodology courses. The book is an appropriate reference for researchers and academicians who require a basic introduction to SAS for statistical analysis and for preparation for the Basic SAS Certification Exam.
For 160 years, North American children have been subject to
compulsory schooling. Formal education has evolved some over that time,
but the end result of said evolution is an educational system which is
dysfunctional, inefficient, and ultimately incapable of delivering on
its professed mandates.
Frank Pace is an educator with years of
diverse experience. In System vs. Culture: North American Education and
Society in the Balance, he looks at the current state of compulsory
North American education and sees a system in crisis. He examines the
history of modern education and dissects the root causes of its profound
System vs. Culture: North American Education and
Society in the Balance offers some insight into how an alternative model
of education might operate and how it would better serve the needs of a
changing society and better achieve its purported goals.
Pace has many important things to say about the state of North American
education. His arguments are persuasive and lucid and backed up by solid
scholarship. While the topic is complicated he does a good job breaking
it down in a way that is readable and compelling for both education
professionals and anyone interested in education and learning.
This book will help you achieve the high score you need on the TEAS to get into the nursing school of your choice. Written by a test-prep expert, this book provides you with the intensive practice that will help your scores improve from one test to the next. You'll be able to sharpen your skills, boost your confidence, reduce your stress―and do your very best on test day.
This invaluable study guide includes:
• 5 full-length sample tests that match the actual TEAS exam in content, format, and level of difficulty
• Updated coverage of every section of the TEAS—Reading, Mathematics, Science, and English Language Usage
• Answer keys with full explanations for every question
• Essential tips and strategies for test day
• The latest information on taking the test
• Free customizable test planner app to help you organize your study time
The aim is to facilitate the following learning outcomes.
+ Identify individual elements within a group of elements;
+ Identify a rule connecting a set of figures;
+ Complete a number of test questions by applying a rule connecting a set of figures;
+ Apply techniques aimed at increasing the speed at which logical rules are generated (the faster a person generates solutions, the higher the probability of a correct answer—in a given period of time);
+ Increase the number of elements a person can keep track of in responding to an item (span capacity). Someone with a larger span capacity than someone else can take into account more figures without making errors and hence has a larger probability of a correct answer.
Mechanical, Spatial and Abstract Reasoning ability is a key element in identifying aspects of person’s general intelligence. That is why the vast majority of psychometric tests will have a component that relates to abstract and spatial reasoning.
This ebook will provide a measure of eductive ability or fluid intelligence which is relatively independent of specific learning acquired in a particular cultural or educational context.
Public Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress.
In this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress.
Uncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions.
Whitney High delivers everything we ask of a school: a love of learning, a sense of mission, and SAT scores to die for. But there are unintended consequences to attending the school of our dreams, as author Edward Humes found during his year inside this world of high achievement and high pressure.
Students work nearly around the clock, building futures to please parents as much as themselves. Their drug of choice? Caffeine. Their goal? Getting into a top college. Their biggest fear? Not living up to their families' stratospheric expectations. But what these kids have going for them is the extraordinary community within Whitney High-- a school with doors open seven days a week, where teachers love teaching and the students linger long after the school day ends.
Ragin and Fiss begin by taking up the controversy regarding the relative importance of test scores versus socioeconomic background on life chances, a debate that has raged since the 1994 publication of Richard Herrnstein and Charles Murray’s TheBell Curve. In contrast to prior work, Ragin and Fiss bring an intersectional approach to the evidence, analyzing the different ways that advantages and disadvantages combine in their impact on life chances. Moving beyond controversy and fixed policy positions, the authors propose sophisticated new methods of analysis to underscore the importance of attending to configurations of race, gender, family background, educational achievement, and related conditions when addressing social inequality in America today.