Education: examinations and assessment Books
Taylor & Francis Ltd Coordinating Divisional and Departmental Student
Book SynopsisBy providing practical advice on how to inform and lead a successful assessment program in student affairs, Coordinating Divisional and Departmental Student Affairs Assessment, 2nd Edition helps student affairs professionals understand the impact of their initiatives, identify areas for improvement, and make data-driven decisions to enhance student learning, development, and engagement.Student affairs assessment plays a significant role in shaping the overall college experience. As higher education transforms, there is an even greater demand for student affairs assessment that informs practice, illuminates equity gaps, and improves student learning. This second edition builds upon the concepts of the first edition while adding essential topics that address the changing dynamics of leading assessment in a department or division in student affairs such as how to use and select assessment technology, meaningful ways to collaborate with institutional research, aTrade Review‘This text is a must-read for professionals tasked with planning, conducting, supervising, or using assessment for accountability or improvement purposes. The authors explain and model the need for intentional coordination in order to benefit from actionable assessment results. The diversity of topics paired with exemplars of high-quality assessment practice provide guidance for "on-the-ground" assessment activity in addition to strategies to understand and influence organizational culture, policy, and structures.’Sara J. Finney, PhD, Professor of Graduate Psychology and Associate Director, Center for Assessment and Research Studies, James Madison University‘This second edition provides practitioners with important, and timely insights on how good assessment can help inform our work at all levels. The authors do a masterful job of leaving no assessment stone unturned and provide student affairs assessment leaders important lessons on how our work continues to be foundational in developing and sustaining strong student affairs organizations – divisionally and departmentally. I especially appreciate this edition’s thoughtful treatment of how incorporating a greater focus on equity can better inform our assessment practices and – importantly – support student success!’Michael N. Christakis, PhD, Vice President for Student Affairs, University at Albany'As higher education and student affairs undergoes significant change, there is even more need for assessment that informs practice, illuminates equity gaps, and offers integrated insights on student learning. In this updated 2nd edition, Henning, Bentrim and Yousey-Elsener, appropriately expand their coverage to emphasize departmental student affairs assessment and offer an expert line-up of assessment scholars and practitioners who provide instructive approaches to exceling in this vital professional competency and practical guidance to lead the maturing model of student affairs assessment.’Jillian Kinzie, Interim Co-Director, National Survey of Student Engagement Indiana University BloomingtonTable of Contents1. Equity-Centered Assessment 2. Technology for Assessment 3. The Organizational Frames of Assessment: Coordinating Assessment at the Divisional and Departmental Levels 4. Involving Stakeholders in the Assessment Process 5. Structures to Organize and Implement Assessment 6. Organizational Development for Divisional and Departmental Assessment 7. Supervising People in Assessment 8. Politics in Student Affairs Assessment 9. Building Capacity, Talent, and Professional Development 10. Connecting Assessment to Planning, Decision-Making, and Resource Allocation 11. Sharing Compelling Results: Data Storytelling and Data Visualization 12. Organizational Learning Strategy Towards Institutional Effectiveness: A Collaborative Approach for Institutional Research, Academic Affairs Assessment, and Student Affairs Assessment 13. Adapting Assessment to an Evolving and Changing Higher Education Landscape
£31.99
Taylor & Francis Assessment 101 in Higher Education
Book SynopsisAssessment 101 is your all-in-one guide to conducting and facilitating assessment in specific programs, as well as coordinating institution-wide assessment processes. This book covers all fundamental elements of the assessment cycle: student learning outcomes, curriculum mapping, instruments, data collection, results and interpretation, and most importantly, use of results for improvement. Complete with pro tips designed for busy professionals, this text offers practical guidance on how the assessment process can be implemented and managed at various altitudes within an institution.This foundational, timely resource is for anyone involved in student learning outcomes assessment at the program or institutional level.
£30.39
Taylor & Francis Ltd Assessing L2 Digital Multimodal Composing
Book SynopsisThis book focuses on assessing L2 student digital multimodal composing (DMC) competence. It explores key themes, including the conceptualization of L2 student DMC competence, and the development, validation, and utilization of L2 student DMC competence in the tertiary context.Through a thorough review of the DMC literature, the book furnishes readers with a theoretical framework to comprehensively grasp the underlying constructs of L2 student DMC competence. It also provides a delineation of the process of scale development, i.e., defining constructs, constructing items, and analyzing items, scale validation, i.e., the structural, external, and consequential construct validity of the scale, and scale utilization in students' DMC self- and peer-assessment practices.This practical guidance equips educators and practitioners with the necessary tools and strategies to effectively assess and enhance L2 students' DMC competence. Scholars and professionals in the fields of L2
£62.58
Taylor & Francis New Directions in Assessing Historical Thinking
Book SynopsisNew 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 processeshistorical thinking, historical consciousness or historical sense makingdemand 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 educatioTable of ContentsPrefaceAcknowledgementsContributor BiographiesIntroductionPart I: Goals of History Education: Models of Historical Cognition and Learning1 Historical Consciousness in Germany: Concept, Implementation, AssessmentCarlos Kölbl & Lisa Konrad2 The Difficulty of Assessing Disciplinary Historical ReadingAbby Reisman3 Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the NetherlandsCarla van Boxtel, Maria Grever & Stephan Klein4 Relating Historical Consciousness to Historical Thinking through AssessmentCatherine DuquetteCommentary 1 Into the Swampy Lowlands of Important ProblemsRobert B. BainPart 2: Issues in Designing Assessments of Historical Thinking5 Assessing for Learning in the History Classroom Bruce VanSledright6 Historical Thinking, Competencies and their Measurement: Challenges and ApproachesAndreas Körber & Johannes Meyer-Hamme7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour TestPeter Seixas, Lindsay Gibson & Kadriye Ercikan8 Material-based and Open-ended Writing Tasks for Assessing Narrative Competence among StudentsMonika Waldis, Jan Hodel, Holger Thünemann, Meik Zülsdorf-Kersting, & Beatrice ZieglerCommentary 2 Historical Thinking: In Search of Conceptual and Practical Guidance for the Design and Use of Assessments of Student CompetenceJosh Radinsky, Susan R. Goldman, James W. Pellegrino Part 3: Large-scale Assessment of Historical Thinking 9 A Large-Scale Assessment of Historical Knowledge and Reasoning: NAEP U.S. HistoryStephen Lazer10 Assessing Historical Thinking in the Redesigned Advanced Placement United States History Course and ExamLawrence G. Charap11 Historical Consciousness and Historical Thinking Reflected in Large-scale Assessment in SwedenPer Eliasson, Fredrik Alvén, Cecilia Axelsson Yngvéus, & David RosenlundCommentary 3 Assessment of Historical Thinking in PracticeSusan M. BrookhartPart 4: Validity of Score Interpretations12 The Importance of Construct Validity Evidence in History Assessment: What is Often Overlooked or Misunderstood?Pamela Kaliski, Kara Smith, & Kristen Huff13 Cognitive Validity Evidence for Validating Assessments of Historical ThinkingKadriye Ercikan, Peter Seixas, Juliette Lyons-Thomas, & Lindsay Gibson14 Measuring Up?: Multiple-Choice QuestionsGabriel A. Reich15 History Assessments of Thinking: An Investigation of Cognitive ValidityMark Smith & Joel BreakstoneCommentary 4 The Validity of Historical Thinking Assessments: A Commentary Denis Shemilt
£49.99
Taylor & Francis Ltd Student Plagiarism in Higher Education
Book SynopsisStudent Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research.Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. <Table of ContentsChapter 1 Why so many questions about plagiarism?; Chapter 2 Can plagiarism be defined?; Chapter 3 How much can you copy?; Chapter 4 Is student plagiarism still a serious problem in universities today?; Chapter 5 Why does plagiarism dectection software not find all plagiarism?; Chapter 6 Can we use plagiarism detection services responsibly?; Chapter 7 How does intertextuality inform plagiarism?; Chapter 8 Shouldn't our expectations of students' and academics' intertextuality practices differ?; Chapter 9 Are we making our students plagiarize?; Chapter10 What really is the relationship between plagiarism and culture? Some thoughts from the Chinese context; Chapter 11 So what should we do?
£35.99
Taylor & Francis Ltd The School Leader's Guide to Formative
Book SynopsisThis user-friendly guide shows school leaders how to use formative assessment to improve both student and teacher achievement. With step-by-step information and practical examples, this book will help you develop better assessments that will transform your school. You will learn: The advantages of formative assessment When and why to use formative assessment How to develop valid and reliable assessments How to mimic the state assessment schedule How to organize and use data effectively How to use data to develop teacher leaders The appendix features more than ten pages of handy reproducibles that will help you implement formative assessments immediately (also available as free downloads www.routledge.com/9781596672468). A curriculum pacing guide A presentation template to explain formative assessment to your staff A non-mastery report A class item analysis graph A class profile graph A student questionnaire, and more! Table of ContentsChapter 1 - Why Use Formative Assessments? Chapter 2 - How You Can Use Formative AssessmentChapter 3 - Developing Valid and Reliable Assessments Chapter 4 - Creating the Assessment Environment Chapter 5 - Organizing and Using Data Effectively Chapter 6 - Transforming the School Chapter 7 - Final Words of Advice
£29.70
Cambridge University Press The Identification of Progress in Learning
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£33.24
Cambridge University Press The Learning Sciences in Educational Assessment The Role of Cognitive Models
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£57.94
Cambridge University Press ClassroomBased Evaluation in Second Language Education
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£42.25
Cambridge University Press Cognitive Diagnostic Assess for Edu
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£33.24
Cambridge University Press Assessing Mathematical Proficiency 53 Mathematical Sciences Research Institute Publications Series Number 53
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£34.19
Cambridge University Press Examining the World
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£29.44
Cambridge University Press Assessing Mathematical Proficiency 53 Mathematical Sciences Research Institute Publications Series Number 53
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£85.49
Cambridge University Press Examining the World A History of the University of Cambridge Local Examinations Syndicate
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£55.10
The University of Chicago Press The Myth of Achievement Tests
Book SynopsisThe GED is used to grant the status of high school graduate to anyone who passes the test. Recipients account for twelve percent of all high school credentials issued each year in the US. But do achievement tests predict success in life? This book explores how the GED came to be used throughout the US and why our reliance on it is dangerous.
£80.00
MIT Press Ltd Academic Star Wars
Book SynopsisA pioneering collection of case studies on the global phenomenon of academic excellence initiatives and how they shape the performance of research universities.Academic excellence initiatives (AEIs)—special government-sponsored programs to improve research universities—have provided billions of dollars to top universities and represent perhaps the most significant effort in the past half-century to jumpstart academic research. The contributors to Academic Star Wars, superbly edited by Maria Yudkevich, Philip G. Altbach, and Jamil Salmi, analyze AEIs in nine European and Asian countries, including China, Japan, Malaysia, South Korea, Taiwan, Denmark, France, Germany, and Russia, and offer penetrating insights into the successes and problems of these initiatives, as well as into the broader system of higher education itself.Academic Star Wars provides a comprehensive analysis of AEIs across the globe as it seeks to understand the impact of
£40.85
The University of Michigan Press Assessing English Learners in the Content Areas
Book SynopsisThe new edition of Assessing English Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ESL assessment outcomes, in the content areas of language arts, mathematics, science and social studies.
£31.65
Research & Education Association GED Math Test Tutor for the 20242025 GED Test 2nd
Book Synopsis
£18.95
Research & Education Association CDL Commercial Drivers License Exam 20242025
Book Synopsis
£18.95
Research & Education Association TExES ESL Supplemental 154 2nd Ed Book Online
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£35.96
Rowman & Littlefield Publishers The Myths of Standardized Tests
Book SynopsisThis book proposes better ways to judge the success of our schools and offering readers suggestions for ways they can help reduce the burden of tests on their children.Trade ReviewJust imagine if half the politicians, administrators, and journalists in this country, so many of whom confuse higher test scores with better schooling, were to read this book. In friendly, accessible prose, Harris, Smith, and Harris examine—and explode—each of the assumptions that underlies standardized testing. The more you learn about the tests themselves, as well as how the results are interpreted and used, the more skeptical you become. And The Myths of Standardized Tests is an excellent way to learn, regardless of whether you’re an educator who’s already knowledgeable . . . or a test-score-citing official who clearly needs to start from scratch. -- Alfie Kohn, author of The Schools Our Children Deserve and Feel-Bad EducationReader-friendly, this book explains what parents and teachers and concerned citizens need to know to work for the survival of public education for democracy. -- Susan Ohanian, educator, activist, and author of "What Happened to Recess and Why Are Our Children Struggling in Kindergarten?"This book is true like a plumb line. With clarity and insight, it drops us right into the heart of the most central emergency we have in public education today—the unrelenting obsession with standardized testing. The authors are extremely well-informed, easy to read, and not afraid to take a stand. What a breath of fresh air! -- Ken Jones, University of Southern MaineThis book takes this thorny topic of standardized testing and covers everything in a sophisticated, nuanced, and lively way. The best on the subject I've yet to come across. -- Deborah Meier, NYU SteinhardtIn the era of No Child Left Behind, the number of books decrying the reliance on standardized testing has ballooned....Here, Harris (executive director, Assn. for Educational Communications & Technology), Bruce Smith (former editor in chief, Phi DeltaKappan), and award-winning elementary school teacher Joan Harris intersperse their own personal experiences with testing among the book's chapters, which detail their evidence on the failures of standardized tests. The final two chapters contain recommended alternative accountability schemes for evaluating the success of students and schools. The book also includes a glossary of terms and a resource guide that lists research centers and organizations that focus on the topic of improving schools and education policy. Thought-provoking reading for educators and parents. * Library Journal *Question: How can a book about educational testing be a “page-turner?” Answer: When it’s written by a trio of smart, test-savvy authors who make a reader want to learn everything treated in this engaging expose of standardized testing’s foibles. Ultra-timely, this book should be mandatory reading for all educators—and everyone else! -- W James Popham, professor emeritus, University of California, Los AngelesIn the era of No Child Left Behind, the number of books decrying the reliance on standardized testing has ballooned....Here, Harris (executive director, Assn. for Educational Communications & Technology), Bruce Smith (former editor in chief, Phi Delta Kappan), and award-winning elementary school teacher Joan Harris intersperse their own personal experiences with testing among the book's chapters, which detail their evidence on the failures of standardized tests. The final two chapters contain recommended alternative accountability schemes for evaluating the success of students and schools. The book also includes a glossary of terms and a resource guide that lists research centers and organizations that focus on the topic of improving schools and education policy. Thought-provoking reading for educators and parents. * Library Journal *The book explains, using a load of research, why high-stakes standardized tests are less objective than many people believe, why they don’t adequately measure student achievement, how the results distort the validity of the assessment system, how these tests “inadvertently” lead young people to become “superficial thinkers,” and much more. The easy-to-read book does not only look at what’s wrong with tests but also discusses what “genuine accountability” looks like. * The Washington Post *Table of ContentsPart 1 Introduction: This Is Not a Test Part 2 Chapter 1. Misunderstanding Accountability: The Big Picture Part 3 Chapter 2. The Tests Are Too Narrow Part 4 Chapter 3. The Tests Don't Measure Achievement Adequately Chapter 5 Testing Autobiography: Phil's Story Part 6 Chapter 4. The Tests Are Less Than Objective Chapter 7 Testing Autobiography: Bruce's Story Part 8 Chapter 5. Rewards and Punishments Don't Motivate Chapter 9 Testing Autobiography: Joan's Story Part 10 Chapter 6. The Distortions of High Stakes Part 11 Chapter 7. What's Left Out? Part 12 Chapter 8. Why Not More Direct Measurement? Part 13 Chapter 9. The Tests Don't Predict Well Part 14 Chapter 10. New Ideas for Genuine Accountability Part 15 Chapter 11. What's It All About? Part 16 Resource Guide Part 17 A Medley of Views Chapter 18 'Reading' the Reading Tests Chapter 19 Misunderstood Measurement Mallets Chapter 20 A Use of Tests I Could Support Chapter 21 Within Limits, Tests Can Be Useful Chapter 22 Kids or Cows? Chapter 23 The Tests We Need Today Chapter 24 A Smokescreen Chapter 25 The Game of School Part 26 Say What?: An Abbreviated Glossary
£28.50
Hoover Institution Press,U.S. Tests Testing and Genuine School Reform Education
Book SynopsisThe pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards.To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the
£17.95
African American Images Closing the Racial Academic Achievement Gap
Book SynopsisWith the arrival of the No Child Left Behind act, the so-called 'racial achievement gap' has attracted more concern and controversy than ever before. This work aims to offer a solution for almost every problem raised, culminating in a plan for closing the supposed racial achievement gap for good.
£13.25
Tin House Books Failing Grade Oregons Higher Education System
Book Synopsis"Failing Grade" is a collection of two decades of witty, hard-hitting articles by "The Oregonian's" chief political columnist, Sarasohn. The columns track 20 years of cuts in funding by the Oregon legislature for Oregon's higher educational institutions, and the concomitant dramatic decline in their quality.
£11.15
C.A. Press Ciudadania Americana Hecho fácil con CD United
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£9.45
John Wiley & Sons Inc WoodcockJohnson IV
Book SynopsisIncludes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recomTable of ContentsINTRODUCTION 1 SECTION I: WJ IV 3 Introduction 3 Part 1: Descriptive and Interpretive Information 4 Explanation of Major Broad Cognitive Abilities 4 Comprehension-Knowledge (Gc) 4 Fluid Reasoning (Gf) 4 Short-Term Working Memory (Gwm) 5 Long-Term Memory and Learning Efficiency 6 Learning Efficiency 6 Long-Term Retrieval (Glr) 6 Processing Speed (Gs) 6 Perceptual Speed 7 Orthographic Processing 7 Visual Processing (Gv) 7 Auditory Processing (Ga) 7 Phonetic Coding 7 Hierarchy and Explanation of Four Score Levels of Information Available on the WJ IV 8 Level 1: Qualitative 8 Task Analysis and Comparisons of Selected Tests 8 Level 2: Level of Development 8 W Scores 8 Age and Grade Equivalents 8 Some Cautions about Interpreting Grade and Age Equivalents 10 Level 3: Degree of Proficiency 10 Relative Proficiency Index (RPI) 11 Relative Proficiency Index, Standard Score, and the Standard Deviation 11 Comparative Language Index 13 Cognitive-Academic Language Proficiency (CALP) 13 Age/Grade Band Profiles 13 Level 4: Comparison with Peers 13 Percentile Ranks (PR) 13 Standard Scores (SS) 14 Z Scores 14 Standard Error of Measurement (SEM) 14 Score Terminology and Explanation of Cluster Scores, Variations, and Comparisons 14 Score Terminology 14 Actual Standard Score (SS) 14 Predicted SS 14 SS Difference (SS Diff) 14 Discrepancy Standard Deviation (SD) 14 Discrepancy Percentile Rank (PR) 14 Interpretation at ±1.50 SD (SEE: Standard Error of Estimate) 14 Cluster Scores 15 Variations 15 Explanation of Variations 15 Variation Predicted Score 15 Comparisons 16 Scholastic Aptitude/Achievement Comparisons 18 Sample Statements for Reporting Scores 18 Score Levels Reported in Combination 18 Cognitive 18 Oral Language 19 Achievement 19 Level of Development 19 Grade and Age Equivalents 19 Relative Proficiency Scores 19 Peer Comparison Scores 20 Overview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH) 23 Example Items 27 Score Equivalents, Classification Labels, and Average Grade Placement for Age 32 Tips for Interpretation 36 General Tips 36 Specific Comparisons 37 Memory 37 Academic Fluency/Processing Speed 37 Oral Language 38 Phonological Awareness to Print 38 Basic Reading and Writing Skills 39 Reading Comprehension 40 Written Expression 40 Handwriting 41 Mathematics 41 Part 2: Score Forms 43 Tests and Clusters Score Forms 44 Cluster Descriptions and Scores 49 Strengths and Weaknesses Profile—RPI and SS 52 RPI Profile of Cluster and Test Scores 57 WJ IV Dyslexia Profile of Scores 64 SECTION II: REPORTS 67 Introduction 67 Types of Evaluations 67 Depth of Information 68 Types of Scores 68 Recommendations 68 Discrepancy and Variation Interpretation 69 Sources and Uses of Information 69 Outline for Reports 69 Identifying Information 69 Reason for Referral 69 Background Information 69 Classroom Observations 70 Assessment Procedures Used 70 Behaviors during Testing 70 Intellectual / Cognitive Abilities, Oral Language, and / or Achievement: Results and Interpretation 71 Summary (optional) 71 Recommendations 71 General Stylistic Suggestions 71 Assessment Report Rubric 72 Diagnostic Reports 74 SECTION III: RECOMMENDATIONS 273 Introduction 273 COGNITIVE AND LINGUISTIC FACTORS 274 Fluid Reasoning 274 Memory 275 Cognitive Processing/Perceptual Speed 278 Visual Processing and Visual Perception/VisualDetail 279 Phonemic Awareness/Phonological Awareness 282 Oral Language 289 ACHIEVEMENT 304 Basic Reading Skills 304 Reading Rate and Fluency 312 Reading Comprehension 317 Handwriting/Visual-Motor 327 Basic Writing Skills 336 Written Expression 343 Mathematics: Basic Skills 353 Mathematics: Problem Solving 368 Knowledge / Content Areas / Study Strategies 373 GENERAL 378 Behavior Management and Intervention 378 Homework 384 Response to Intervention (RtI) 390 Technology 392 Testing/Test-Taking 409 Transitions 413 SOCIAL/ADVOCACY 417 Self-Esteem 417 Self-Advocacy 420 Social Skills 423 SPECIAL POPULATIONS 426 Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional Challenges 426 Autism Spectrum Disorder (ASD) 438 English Language Learners (ELL) 444 Gifted and Twice-Exceptional 455 Hearing Impairment 469 Visual Impairment 479 SECTION IV: STRATEGIES 491 Introduction 491 Addition/Multiplication Facts: Instructional Sequence 492 Addition Facts: Organizational Structure for Memorization 492 Alternate Pronunciation for Spelling 493 Anticipation Guide 494 Behavior Rating Chart 495 Behavioral Contracts 499 Behavioral Interventions for the Whole Class 499 Classroom Rules: Guidelines 501 Cohesive Devices: Types 501 Collaborative Strategic Reading 502 Content Area Instruction: Components of Effective Lessons 504 Context Clues 505 Directed Reading-Thinking Activity 506 Directed Vocabulary-Thinking Activity 507 Dolch Story and Word List 508 Elkonin Procedure (Adapted) 513 Error Monitoring Strategy (COPS) 514 Flow List for Reading and Spelling Words 516 Glass-Analysis for Decoding Only 518 Instant Words 521 Instructional Accommodations Survey 527 Kerrigan’s Integrated Method of Teaching Composition 529 K-W-L-S Strategy: Know–Want to Know–Learned–Still Need to Learn 529 Letter Pattern Recognition: Instruction 530 Letter Patterns: Games to Reinforce Recognition 532 Look-Sign-Fingerspell-Write (LSFW) 533 Look-Spell-See-Write 537 Math Computation Form: Large 538 Math Computation Form: Small 539 Math Problem-Solving Strategy 540 Memory Strategy Instruction 540 Mnemonic Strategies 541 Multisensory Structured Language Approaches to Teaching Reading 544 Multisensory Study Method for Irregular Words 545 Organization of Materials and Assignments 546 Phonics Check-off Chart (1) 548 Phonics Check-off Chart (2) 549 Precision Teaching 550 Principles of Spelling Instruction for Struggling Spellers 552 Question-Answer Relationship 553 Reading Rate: Words Correct Per Minute 556 Repeated Reading 557 Self-Management Strategy for Improving Adolescent Behavior 560 Self-Regulated Strategy Development 561 Semantic Feature Analysis 566 Sentence Types 566 Speed Drills for Reading Fluency and Basic Skills 567 SQ3R 568 STORE the Story for Reading 569 Strategy Instruction 571 Syllable Types 572 Talk-to-Yourself Chart 574 Telling Time Strategy 574 Test-Taking Strategy: PIRATES 575 Token Economy Systems 576 Token Economy with Response Cost 577 Vocabulary Games 578 Word Bank Activities 579 Word Mapping Strategy 579 Word Problems: Visualization Strategy 580 Writing Process with Concept Mapping 581 TESTS CITED IN THIS BOOK 583 REFERENCES 584 ABOUT THE ONLINE RESOURCES 590
£87.96
John Wiley & Sons Inc GED Test
Book Synopsis1,001 practice opportunities for passing the GED test Ready to take the GED test? Get a head start on a high score with 1,001 GED Test Practice Questions For Dummies. Inside, you'll find 1,001 practice questions on all four sections of the GED test: Mathematical Reasoning, Science, Social Studies, and Reading & Language Arts.Table of ContentsIntroduction 1 Part 1: The Questions 7 Chapter 1: Mathematical Reasoning 9 Chapter 2: Social Studies 51 Chapter 3: Science 111 Chapter 4: Reasoning Through Language Arts 159 Part 2: The Answers 231 Chapter 5: The Answers 233 Index 441
£16.19
Teaching Resources 25 Quick Formative Assessments for a
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£19.79
Chronicle Books F This Test Even More of the Very Best Totally
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£9.45
Mark Twain Media Preparing Students for Standardized Testing,
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£11.69
Templeton Foundation Press,U.S. How to Educate an American: The Conservative
Book SynopsisIn the years after A Nation at Risk, conservatives’ ideas to reform America’s lagging education system gained much traction. Key items like school choice and rigorous academic standards drew bipartisan support and were put into practice across the country. Today, these gains are in retreat, ceding ground to progressive nostrums that do little to boost the skills and knowledge of young people. Far from being discouraged, however, conservatives should seize the moment to refresh their vision of quality K–12 education for today’s America. These essays by 20 leading conservative thinkers do just that. Students, according to this vision, should complete high school with a thorough understanding of the country’s history, including gratitude for its sacrifices, respect for its achievements, and awareness of its shortcomings. They should also learn to be trustworthy stewards of a democratic republic, capable of exercising virtue and civic responsibility. Beyond helping to form their character, schools ought to ready their pupils for careers that are productive, rewarding, and dignified. Excellent technical-training opportunities will await those not headed to a traditional college. Regardless of the paths and schools that they select, all students must come to understand that they can succeed in America if they are industrious, creative, and responsible. Anchored in tradition yet looking towards tomorrow, How to Educate an American should be read by anyone concerned with teaching future generations to preserve the country’s heritage, embody its universal ethic, and pursue its founding ideals.
£28.67
Taylor & Francis Inc Connecting the Dots: Developing Student Learning
Book SynopsisDemands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a “how-to” manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to “connect the dots” from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.Trade ReviewREVIEWS OF THE FIRST EDITION"For individual professors, as well as departments or faculties as a whole, this book is an invaluable guide for course and curricular development."Ellen S. Pryor, Professor and Associate Dean, UNT Dallas College of Law“I’ve yet to find a faculty member that did not rave about the value of the question templates when devising test items to monitor the achievement of learning outcomes in their courses.”Bob Smallwood, Assistant to the Provost for Assessment, University of Alabama“I reviewed several books and found yours to fit our needs best. It is well written, relatively short, gets to the point, and after piloting the use with a group of faculty, well received.”Paul Force-Emery Mackie, Professor, Minnesota State University, MankatoTable of ContentsPrefaceAcknowledgments Introduction 1)Developing Student Learning Outcomes 2)Templates for Writing Test Questions 3)Developing an Overall Assessment Plan and Test Blueprint 4)Writing Multiple-Choice Test Items 5)Writing Constructed-Response Items 6)Writing and Using Scoring Rubics 7)Measuring Critical Thinking with Multiple-Choice Items 8)Reporting Results With the Three-Level Model 9)Applying the Three Level Model at the Institutional Level and Beyond References Index
£219.89
Capstone Classroom This Is a Test: A Handbook for Writing Good Tests
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£16.96
University Press of Colorado Failing Sideways: Queer Possibilities for Writing
Book SynopsisFailing Sideways is an innovative and fresh approach to assessment that intersects writing studies, educational measurement, and queer rhetorics.
£89.10
Utah State University Press Reconstructing Response to Student Writing: A
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£78.00
John Wiley and Sons Ltd National Testing: Past, Present and Future
Book SynopsisFocusing on national Tests for 7-11- and 14-year olds, this book draws upon the authors research to provide an authoritive discussion on the implications of national testing in England. Parallels are drawn between testing in Wales, Scotland and Northern Ireland to provide interesting points of comparison and contrast.Table of ContentsList of Tables and Figures. Acknowledgements. Series Preface: Issues in Assessment and Testing. Introduction. 1. The Origins of the National Tests. 2. Influences on the Structure of the National Tests. 3. The Development of the Tasks and Tests: Background and Summary. 4. Developing the Tasks and Tests: Some Technical Issues. 5. The Tests at Key Stage 1: The Storm and the Calm. 6. The Tests at Key Stage 2: High Profile Testing. 7. The Tests at Key Stage 3: Controversy and and Change. 8. Some Conclusions: Purposes, Ideals and Realities. Glossary of Acronyms. References. Index.
£54.10
American Council on the Teaching of Foreign Languages (ACTFL) The Keys to Assessing Language Performance,
Book SynopsisStudents continually ask, "Does this count?" "Is this on the test?" They want to know how they'll be evaluated. Discover how to answer these questions in ways that shape student learning and keep teaching focused on what really matters. Written by language expert Paul Sandrock, this superb manual clarifies precisely what language educators need to understand in order to successfully assess student performance. Relevant to new teachers and seasoned professionals alike, Sandrock provides step-by-step guidance on how to design assessments, illuminates the process of designing rubrics that focus on proficiency and helps educators create assessments that motivate students to offer language samples that accomplish authentic purposes. School administrators will also benefit from the section that focuses on the impact of performance assessment on instruction and program design.
£22.91
Marzano Resources Improving Teacher Development and Evaluation: A
Book SynopsisTeachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book's recommendations. Use this resource to support teacher growth and reliably evaluate educator performance Recognize the failure of past teacher evaluation efforts and its relationship with stagnant teacher development. Understand why the professional growth of teachers is vital to the well-being of the educational system. Discover the beneficial influence of teacher self-reflection and self-rating on elements of effective instruction. Restructure systems of classroom observation and evaluation to improve their effectiveness and encourage teacher development. Contents:IntroductionPart I: Improving Teacher DevelopmentChapter 1: Understanding ExpertiseChapter 2: Reflecting on TeachingChapter 3: Coaching TeachingPart II: Improving Teacher EvaluationChapter 4: The Perils of Observing TeachingChapter 5: Principles for Successful Classroom ObservationsChapter 6: The New Paradigm for Teacher EvaluationAppendix A: Teacher Self-Rating Scales for the Forty-Three Elements of the NASOT ModelAppendix B: Design Area Observational ScalesAppendix C: Tracking Form for Teacher ReflectionAppendix D: Tracking Form for Design Areas, Observational Categories, and Elements
£36.86
Marzano Resources Assessment Literacy for Educators
£42.12
Marzano Resources Untangling Data-Based Decision Making: A
Book Synopsis
£37.90
Solution Tree Press Softening the Edges: Assessment Practices That
Book Synopsis
£36.86
Solution Tree Press Essential Assessment: Six Tenets for Bringing
Book Synopsis
£34.15
Solution Tree Press The New Art and Science of Classroom Assessment:
Book SynopsisPart of The New Art and Science of Teaching series Shift to a new paradigm of classroom assessment that is more accurate, meaningful, and authentic. The New Art and Science of Classroom Assessment explores the inadequacies of traditional assessment methods and details how to use classroom assessment to its full potential. Step by step, the authors outline a clear path for transitioning to more holistic assessment methods that truly reflect course curriculum and student progress. Learn how you can develop authentic assessment for learning in the classroom: Explore a new perspective on effective assessment for learning, including classroom, interim, and year-end assessments (from formative assessment to summative assessment). Learn how to create a curriculum that provides clear guidance as to what should be assessed. Acquire strategies for assessing four general types of skills: (1) cognitive skills, (2) knowledge-application skills, (3) metacognitive skills, and (4) general behavior skills. Develop expertise with classroom assessment tools, such as the types of declarative content, selected response items, and short constructed response questions. Download free reproducible tables and checklists to assist in implementing new methods of assessment design. A joint publication of ASCD and Solution Tree Contents: Introduction Chapter 1: The Assessment-Friendly Curriculum Chapter 2: Proficiency Scales Chapter 3: Parallel Assessments Chapter 4: The Measurement Process and Different Types of Assessment Chapter 5: Summative Scores Chapter 6: Non-Subject-Specific Skills Chapter 7: Record Keeping and Reporting Epilogue Appendix A: Types of Declarative Content Appendix B: Types of Test Response Items References and Resources Books in The New Art and Science of Teaching series: The New Art and Science of Teaching The Handbook for the New Art and Science of Teaching The New Art and Science of Teaching Reading The New Art and Science of Teaching Writing The New Art and Science of Classroom Assessment
£34.15
Solution Tree Press Unlocked: Assessment as the Key to Everyday
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£36.86
Solution Tree Press Common Formative Assessment: A Toolkit for
Book SynopsisIn the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the ideas, templates, and protocols in this practitioner-friendly resource. Educators will: Identify successful assessment tools for implementation; Understand the role of assessments in advancing student learning; Reflect on assessment processes and the standards driving instruction; Access a wide variety of assessment designs and strategies for guiding collaboration; Utilize data-driven jump-start resources and templates that suit their teams needs.
£32.78
