Education: examinations and assessment Books
Taylor & Francis Ltd Teacher Thinking Professional Action
Book SynopsisOver the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in themeTable of ContentsPart 1. Conceptual Frames for Teacher Thought and Action 1. The Place of Process-product Research in Developing the Agenda for Research on Teacher Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal 3. The 'Collective Student as the Cognitive Reference Point of Teachers?€? Thinking about their Students in the Classroom 4. A Contrast of Novice and Expert Competence in Math Lessons Part 2.Methods and Approaches to the Study of Teacher Thought and Action 5. Strategies and Methods in Research on Teacher Thinking 6. The Ground of Professional Practice 7. Case Study in Research on Teaching:A ground for reflective practice 8. Teachers?€? Personal and Professional Ideals about Practice 9. Computer Simulation as a Tool in Studying Teachers?€? CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher Judgment and Evaluation of Students 10. Goal Dependent Perception in Relations between Teachers and Students 11. Grading as a Quasi-rational Judgment Process 12. Analyzing Teachers?€? Thoughts Prior to Student Assessment13. Teachers?€? Causal Attributions in Problematic Situations 14. Teachers?€? Need for Pupil Information in Special Education Part 4.Teacher Thinking and Teacher Education 15. Asking the Right Questions about Teacher Preparation: Contributionsof research on teacher thinking 16. Using Textbooks and Teachers?€? Guides: What beginning elementary teachers learn and what they need to know 17. Supervision Conferences and Student Teachers?€? Thinking and Behaviour18. Examining Complexity of Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in Learning to Teach:A research framework and some initial results
£128.25
Taylor & Francis Ltd Educational Assessment and Evaluation
Book Synopsis
£1,045.00
Taylor & Francis Ltd Achieving Success through Academic Assertiveness
Book SynopsisAcademic assertiveness is an essential capability that is required of students who wish to achieve academic and professional success. Written for students who are aiming to achieve college success, Achieving Success through Academic Assertiveness: Real life strategies for today's higher education students focuses on the challenges that learners face and encourages positive actions that support triumphs in learning situations. Jennifer Moon creatively explores the importance of this emerging topic and how assertiveness is linked to the process of learning and overall student development, critical thinking and academic achievement. Trade Review"Jennifer Moon, senior lecturer (research) at Bournemouth University in the Centre for Excellence in Media Practice, has written a very useful book for today’s higher education student on the topic of academic assertiveness. This text has, as its primary goal, being a useful guide for students who seek academic success, both socially and in the classroom, though using techniques presented in the book on academic assertiveness."—Review of Higher EducationUS:Ana Marie Cancelli Coastal Carolina Community College (College Student Success Facilitator)„"I strongly recommend this for publication. I find it very timely and very necessary. My institution chooses texts by committee and I would be more than happy to put this text into the mix of texts to consider"„I believe college student success courses could use it as a primary text and I think it would work well as a supplemetal text in English 111"Q. Also, I wanted to know what your thoughts are about the format and the last section Part 3 for Instructors teaching this course"I thought the format was just fine."I am used to receiving a supplemental instructor's manual, but if it would make the text more cost effective, I think a 3rd section for instructors would be just fine." Kristen Thomas, University of Akron, Academic AdvisorQ: . If the work is intended as a textbook, For which course(s) would it be most appropriate? "course most appropriate : Student Success Seminar b) supplemental text c) currently we are using "Becoming a Master Student" by David Ellis 2006"„OVERALL REACTION : a) I really like the concept, especially utilizing examples/scenarios which would lead to great teaching discussions. b) I think there is a place for a book like this c) I would call it "leading edge" because I am not familiar with one that is out there that deals with this topic. d) The potential shelf life 2-3 years maximum before a revision would be needed. I like the timeliness of this information because of the type of student coming to college""Yes I recommend the book and our committee that selects textbooks for our Student Success Seminar course would definitely consider using it.""All college students can benefit from this book, it offers them a fresh new perspective, one that shows them they can control their destiny if they are willing to learn important communication and "life skills" which are essential in the pursuit of higher education."Babrbara Doyle, Arkansas State University, Director of Assessement"This text approaches topics covered in most freshman orientation courses or study skills courses.""The topic is not affected by the passage of time. The material is not prone to become outdated. The tips and strategies provided would be timeless information for college students 50 years ago and 50 years in the future"UK:Kate Exley:University of Leeds" The rationale for such a book is convincing and there appears to be a growing need for study skills and study guidance books that can give a wide range of students speedy orientation to a more independent mode of study."Phil Race: Leeds Metroplitan University (Areas of specialty Assessment, learning and teaching in higher education) "Writing style seems fit-for-purpose – friendly and stimulating. An important aspect of higher education is developing transferable skills and competences to serve students throughout their careers, whether they go on to be academics, researchers, or professionals. Among these skills, ‘academic assertiveness’ is important. This book should not only help students in higher education to succeed academically, but should equip them for what followsTable of ContentsPrefacePart 1 About using this bookChapter 1 IntroductionPart 2 Learning how to live more assertively: academic assertiveness for studentsChapter 2 Coping with Challenges in higher educationChapter 3 Learning to cope: fight, flight or be assertive!Chapter 4 The display of assertive behaviourChapter 5 The origins of assertive behaviour and the effects of circumstancesChapter 6 Rights and responsibilities…Chapter 7 Managing more assertively; tools and techniquesChapter 8 Managing difficult situationsChapter 9 Managing thought, emotion and self confidenceChapter 10 Coping with fear, failure and disappointmentPart 3 leading courses on academic assertiveness…Chapter 11 A chapter for course facilitatorsTerms and techniques – a summaryA summary of terminology and techniques for quick referenceReferences Index
£140.00
Scholastic Inc. Main Idea Details Reading Passages That Build
Book Synopsis
£9.89
Scholastic US Context Clues Reading Passages That Build
Book Synopsis
£9.89
John Wiley & Sons Inc Assessment Clear and Simple
Book SynopsisThe first edition of Assessment Clear and Simple quickly became the essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution. It contains effective strategies for meeting the requirements of accreditation agencies, legislatures, review boards, and others, while emphasizing and showing how to move from data to actions that improve student learning. This thoroughly revised and updated edition includes many new or expanded features, including: Illustrative examples drawn from the author''s experience consulting with more than 350 institutions A basic, no-frills assessment plan for departments and for general education Table of ContentsForeword to the First Edition ix By Trudy W. Banta About the Author xi 1 For Everyone: The Basics of Assessment 1 2 For Institution-Wide Leaders and Planners 27 3 For Departments and Programs 59 4 For General Education 81 Appendixes A. Curriculum Map 101 B. Student Consent Form 103 C. Analyzing Audiences for Assessment 105 D. Sample Rubrics 107 Resources 115 References 117 Index 121
£25.64
The University of Michigan Press A Practical Guide to Assessing English Language
Book SynopsisA guide to language testing and assessment. It provides useful insights into the practice and terminology of assessment. It focuses on providing the cornerstones of good assessments - usefulness, validity, reliability, practicality, washback, authenticity, transparency, and security - and techniques for testing.
£23.70
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.
£30.67
Cambridge University Press The Learning Sciences in Educational Assessment
Book SynopsisThis volume identifies visual models of the knowledge and strategies students consider as they think and perform in the domains of reading, science and mathematics. It also discusses how these models could be adapted, translated and used to design educational assessments that are based on advances in the learning sciences.Trade Review"This book inhabits an important space in the current market for educational and psychological assessment and is very sorely needed." -André A. Rupp, University of MarylandTable of Contents1. The learning sciences in educational assessment: an introduction; 2. Evaluating cognitive models in large-scale educational assessments; 3. Cognitive models of task performance for reading comprehension; 4. Cognitive models of task performance for scientific reasoning and discovery; 5. Cognitive models of task performance for mathematical reasoning; 6. Putting it all together: cognitive models to inform the design and development of large-scale educational assessment; 7. Cognitively-based statistical methods - technical illustrations.
£24.29
£9.98
John Wiley and Sons Ltd Parents and Their Childrens Schools
Book SynopsisThe role of parents in their children''s education is an issue of critical importance. Many of the changes currently underway in British schools have been justified on the grounds that they provide what parents want. But what do parents really want? And how have they reacted to the changes already introduced in the UK, such as increased parental choice, the National Curriculum, and standardized assessment? Parents and Their Children''s Schools is the first book to tackle this important issue in depth and will be important reading for all those involved in education. It presents the findings of a unique research study which looked directly at these questions. The study followed 150 children through Key Stage One (5-7 years) of the National Curriculum, culminating in the first standardized assessments of 7 year olds ever to take place in the UK. The book presents the views of their parents and teachers, obtained through regular in-depth interviews at crucial stages during thisTrade Review"Parental choice in education has become a focus of political interest. This important book uses research findings to discuss what parents want, and whether they see themselves as consumers of education, in a lively, readable and thought provoking way. Anyone interested in the role of parents in schools would benefit from reading it." Barbera Tizard, Institute of Education, University of London "Parents have become increasingly important in education during the last few years, and this valuable book gives a full picture of their views and experiences in important aspects of curriculum and testing. I recommend it to anyone who wants to see what parents really think about their children's education." Professor E. C. Wragg, University of ExeterTable of ContentsForeword. 1. A New Role for Parents. 2. How Headteachers See Parents. 3. Interviewing Parents. 4. Parents as Consumers. 5. Parents' Choice of School. 6. Parents' Satisfaction with Schools. 7. Parents and the National Curriculum. 8. Parents' Knowledge about School. 9. Parents and Assessment. 10. Giving Parents a Voice. References. Index.
£35.06
Harvard University Press Ordeal of Equality
Book SynopsisAmerican schools have always been locally created and controlled. But since Title I in 1965 appropriated nearly a billion dollars for public schools, federal money and programs have been influencing every school in America. The authors argue that huge gaps existed between policies and programs and the real-world practices they attempted to change.Table of Contents* The Transformation of Title I? * Policy and Practice * Practice Failure and Policy * Federal Policy and Classroom Practice * Mission Revised * Policy and Capability: Title I and Standards-Based Reform * Title I: Past, Present, and Future * Notes * Bibliography * Index
£37.36
Harvard University Press Testing Wars in the Public Schools
Book SynopsisDespite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.Trade ReviewWilliam Reese takes the reader back to the first standardized test in public school in the city of Boston in 1845...This book is a major addition to the role of schools in American society. People familiar with the arguments for and against testing will find similar arguments being talked about in 1845. -- Kevin Winter * San Francisco Book Review *With Testing Wars in the Public Schools, Reese crafts a masterful examination of the roots of the testing culture in American education and the ramifications for administrators, teachers, and students. -- S. T. Schroth * Choice *As Testing Wars in the Public Schools shows, written student examinations have always been entwined with public schools in the United States, and have been required, praised, and resented for generations. In this lively book, William Reese reveals the debates over rote memorization, threats to health, and even the use and misuse of statistics that were common in the nineteenth century as well as in the twenty-first. This highly original and thoughtful book is well worth reading. -- Maris Vinovskis, University of MichiganWritten tests are the bête-noire of contemporary educational critics, who claim that the tests encourage a sterile and rote pedagogy. But in William Reese’s tale, they were originally part of reformers’ efforts to, yes, reform sterile and rote pedagogy! These stories—and a treasure-trove of other ones—come to life in this new look at the early years of American public schools. -- Jonathan Zimmerman, New York University
£40.76
Princeton University Press Exam Schools
Book SynopsisWhat is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? This title discusses how these schools work - and their critical role in nurturing the country's brightest students.Trade Review"As we try to make sure that no child gets left behind, are we keeping others from getting ahead? Or, as Chester Finn and Jessica Hockett put it in Exam Schools: 'As the country strives to ... close its wide achievement gaps [and] repair its bad schools ... is it also challenging its high achieving and highly motivated students?' This isn't an easy question to answer... The information they do collect is helpful."--Naomi Schaefer Riley, Wall Street Journal "As we strive to offer better educations to all students, Exam Schools takes the important first steps toward illuminating an option that may eventually have resonance for our public school system as a whole."--Rachael Brown, New Republic "A cogent exploration of the struggle to balance equity and excellence in America's most academically selective public high schools... A fact-driven, clear text that will be of interest to educators as well as parents of students at selective public high schools."--Kirkus Reviews "Could, and should ... academically selective public high schools play a more expansive role in educating the nation's high-potential, high-achieving students[?] These are some of the questions that longtime education pundit Checker Finn, joined by educational consultant Jessica Hockett, set out to answer in their book."--Erik Robelen, Education Week "[E]ye-opening."--Jay Mathews, Washington Post "The subject is one of serious interest to colleges and universities because many of their best-prepared and motivated applicants come from these schools. These are schools and students college admissions officers and professors will want to know about."--Peter Cohee, National Association of Scholars "[T]his book raised important new questions and illuminated largely unknown facts... Finn and Hockett have done something rare in public policy debates: They've raised new issues."--Robert J. Samuelson, Washington Post "If you are interested in giving your child or children a superior education, this book is a must-read."--Nano Khilnani, Biz IndiaTable of ContentsIntroduction 1 Part I: The Big Picture 5 Chapter 1: History and Context 7 Chapter 2: Searching for Needles in the High School Haystack 22 Chapter 3: Exploring a New Constellation 28 Part II: Inside the Schools 57 Introduction 59 Chapter 4: Illinois Mathematics and Science Academy, Aurora, IL 61 Chapter 5: School Without Walls, Washington, D.C. 71 Chapter 6: Central High School Magnet Career Academy, Louisville, KY 79 Chapter 7: Liberal Arts and Science Academy, Austin, TX 88 Chapter 8: Jones College Prep, Chicago, IL 96 Chapter 9: Benjamin Franklin High School, New Orleans, LA 106 Chapter 10: Townsend Harris High School, Queens, NY 114 Chapter 11: Pine View School for the Gifted, Osprey, FL 122 Chapter 12: Oxford Academy, Cypress, CA 131 Chapter 13: Bergen County Academies, Hackensack, NJ 140 Chapter 14: Thomas Jefferson High School for Science and Technology, Annandale, VA 149 Chapter 15: Similarities and Differences 159 Part III: Summing Up 167 Chapter 16: Dilemmas and Challenges 169 Chapter 17: Conclusions 188 Appendix I: Selection Process and School List 203 Appendix II: Survey Questions 216 Notes 229 Index 249
£18.00
Princeton University Press Learning in the Fast Lane
Book SynopsisTrade Review"The most comprehensive book ever on Advanced Placement, the most powerful educational tool in the country. . . . [Finn and Scanlan] add so much to a subject crucial to the future of high schools."---Jay Mathews, Washington Post"Both a history and full-throated defense of the Advanced Placement program."---Jason L. Riley, Wall Street Journal"A fascinating read. . . . Engaging and well researched."---W. S. Miner, Choice
£25.50
Princeton University Press Study Gods
Book SynopsisTrade Review"The importance of this study is . . . that while most research so far om social inequality and status reproduction (as distinct from upward social mobility) has considered thewe phenomena as restricted to one country, it is now shown that the elite students of China are part of the dynamics of elite status reproduction on a global scale."---Bart Dessein, Journal of the European Association for Chinese Studies
£19.80
Princeton University Press Study Gods
Book SynopsisTrade Review"The importance of this study is . . . that while most research so far om social inequality and status reproduction (as distinct from upward social mobility) has considered thewe phenomena as restricted to one country, it is now shown that the elite students of China are part of the dynamics of elite status reproduction on a global scale."---Bart Dessein, Journal of the European Association for Chinese Studies
£67.20
Princeton University Press Learning in the Fast Lane
Book Synopsis
£18.00
GL Assessment Assessment Guidance for Access Arrangements
Book Synopsis
£19.94
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 Introduction to Test Construction in the Social
Book SynopsisOffers beginning researchers in psychology and education with limited statistics backgrounds a practical, hands-on guide to the preparation, assessment, and development of quantitative research instruments.Table of ContentsChapter 1 Preface Chapter 2 Introduction Part 3 A. THEORETICAL TOPICS Chapter 4 1A. WHAT ARE "TESTS FOR RESEARCH PURPOSES?" Chapter 5 2A. THE END GOAL AS A FIRST CONSIDERATION Chapter 6 3A. INSTRUMENT RELIABILITY Chapter 7 4A. INSTRUMENT VALIDITY Chapter 8 5A. ITEM ANALYSES Chapter 9 6A. SOCIO-PSYCHOLOGICAL SCALES Part 10 B. EMPIRICAL TOPICS Chapter 11 1B. DESIGNING YOUR INSTRUMENT; COMPONENTIALITY AND ITEM-TYPE Chapter 12 2B. PREPARATION AND PRELIMINARY TESTING OF THE FIRST VERSION Chapter 13 3B. ANALYZING VERSION I: ITEM STATISTICS AND INSTRUMENT RELIABILITY Chapter 14 4B. ANALYZING VERSION II: ITEM STATISTICS, INSTRUMENT RELIABILITY AND VALIDITY Chapter 15 5B. SEMI-FORMAL MEASUREMENT: VARIETIES OF CONTENT ANALYSIS Chapter 16 6B. WHAT NEXT? BACK TO THE FUTURE Chapter 17 Appendix A: Recommended Readings Chapter 18 Appendix B: Instructions for Performing Necessary Statistical Procedures in SPSS Chapter 19 Appendix C: Sample Data Set of Items and Scores for Self-Esteem Scale, Version 1 Chapter 20 References
£42.00
Corwin Natural Classroom Assessment
Book SynopsisEven the beginning teacher can use this fresh perspective on assessment to help students focus on strengths and overcome weaknesses.
£52.25
University of Toronto Press The Practice of Field Instruction in Social Work
Book SynopsisThis book is designed to guide social workers in their work as field instructors. It is unique in that it presents a conceptual system that unites social work theory taught in the classroom to actual practice in a variety of community settings. This system gives the field instructor a model to guide the student through a process that focuses attention on common elements of all social work practice situations. Many examples are presented to illustrate the application of this process.In addition, the text incorporates current research and experience on pre-practicum preparation, the importance of the initial meeting with students, the relationship between field instructor and student, guidance and monitoring of the learning process, evaluation procedures, legal liability and ethical issues, and working with students where age, experience, gender, differing ethnicities, or the presence of a disability may need consideration. Field education is examined bearing in mind the mul
£29.70
University of Nebraska Press The Pedagogical Imagination
Book SynopsisFrench school debates of recent years, which are simultaneously debates about the French Republic's identity and values, have generated a spate of internationally successful literature and film on the topic of education. This book shows how such techniques engage present-day readers and viewers in acts of interpretation.Trade Review"The Pedagogical Imagination showcases Sachs' own fine pedagogical skills."—Lisa Connell, French Forum“Sachs weaves together disciplines that have traditionally been distinct (literature, literary theory, reading pedagogy, film studies, history), and he does so in a way that is strikingly original and provocative.”—Mortimer Martin Guiney, author of Teaching the Cult of Literature in the French Third Republic Table of ContentsList of Illustrations Acknowledgments Introduction: Reading the Republican Legacy 1. A New Language of Learning: Object Lesson Pedagogy and the Modern Reader 2. Visualizing Literacy: From Pierre Larousse to Agnès Varda’s Les glaneurs et la glaneuse 3. Teaching Suspicion: Erik Orsenna’s La grammaire est une chanson douceas a Modern Tour de la France par deux enfants 4. A Classic Dodge: Republican Conflict and Islamic Solutions in Abdellatif Kechiche’s L’esquive 5. Writing on Walls: Laïcité and Literary Form in François Bégaudeau’s Entre les murs Conclusion: The Strangeness of Republican Culture Notes Bibliography Index
£49.30
Stanford University Press Measuring College Learning Responsibly
Book SynopsisThis book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.Trade Review"Richard Shavelson's Measuring College Learning Responsibility: Accountability in a New Era is timely and provocative, given the recent debate in higher education regarding the measure of learning. . . Shavelson's valuable work takes us to a new level of assessment for higher education: arguing for a reconfiguration of what we call learning. His view is more academic, more complex, and more nuanced than any of its assessment predecessors. The CLA measures cognitive abilities, knowledge and skills associated with particular college majors, and broad competence in individual and social responsibility. While being careful to give us the psychometrics of this instrument, the book is also compelling and readable for those with general interest. However, it should be required reading for higher education scholars, policymakers, administrators who are charged with assessment, and officers of accrediting agencies."—Frances K. Stage, Review of Higher Education"This timely book provides practical insights into the emergence of assessment and student learning as well as the accountability of institutions of higher education. As Shavelson reveals, assessment of learning and teaching effectiveness is not always aligned with the external purposes and goals of stakeholders."—Henrik Minassians, California State University, Northridge"No other work is willing to take on the important issue of the measurement of learning at the college level. Our current accountability measures are overused and often inadequate, but Shavelson provides a direction for assuring successful means of assessing higher education in the future."—Frances Stage, New York University"Shavelson provides an interesting overview of the increasing pressure placed on US higher education to provide information on quality, comparability and accountability."—Bernard Longden, Liverpool Hope University, Higher Education
£77.35
Taylor & Francis Inc The Psychological Assessment of Abused and
Book SynopsisThe past decade has seen more and more clinicians involved in the assessment and treatment of abused and traumatized children. They have contributed to an impressively large body of literature on the impact of abuse and trauma at all ages, the focus of which has been the short and long-term sequelae apparent in the child's behavior, emotional experience, and social interaction. But there have been few efforts to investigate the ways in which abuse and trauma damage the intrapsychic systems and structures that often guide, direct, and inform the child's manifest adjustment and functioning. The need to redress the balance was the major impetus for this book. Kelly offers a clinical paradigm for the personality assessment of abused or traumatized children via projective instruments--the TAT and Rorschach--and shows how various projective measures and indices can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. But further, integrating the tenets of trauma theory and those of psychoanalytic theory, he sets this clinical paradigm in a meaningful theoretical context, and draws on both theory and clinical experience to develop a comprehensive psychological composite of the child who has been maltreated. Part I provides an overview of theoretical models relevant to the assessment and diagnosis of the maltreated child. Contemporary psychoanalytic theory serves as one frame and is discussed first, with particular emphasis on object relations and ego functions. Equal attention is devoted to developmental psychology as another frame. Part II reviews relevant research. The Mutality of Autonomy Scale (MOA) and the Social Cognition and Object Relations Scale (SCORS) are introduced as examples of reliable and valid instruments readily employed to assess the impact of abuse or trauma on a child's object relations functioning. Additional Rorschach indices--boundary disturbance measures, thought disorder indices, trauma markers, and defensive functions measures--are discussed as measures of the impact on different facets of ego functioning. These various projective measures can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. Part III includes a variety of extended clinical illustrations. Seven cases of boys and girls subjected to varying degrees of abuse and trauma are presented to demonstrate the clinical utility of projective material for assessment, diagnosis, and treatment planning. For the clinician who takes the idiographical-phenomenological approach, appropriate given the uniqueness of each situation of abuse or trauma and the frequent brevity and barrenness of the protocol, such material can open a window onto a rich vista of the child's psychological terrain. The resulting map can point the way to wise decisions about type, timing, and level of therapeutic intervention, the resolution of such process issues as transference and countertransference, plus additional questions. Two cases of adult women who were abused as children and find themselves continuing to struggle with enduring unresolved issues vis a vis their own children are also presented. These cases underscore the value of TAT and Rorschach material, and object relations measures, in assessing and understanding the abusive and potentially abusive parent.Trade Review"Essential reading for clinicians and researchers working in this area, the book will be of interest to any professional involved with abused and traumatized children."—Readings: A Journal of Reviews and Commentary in Mental Health"This volume is based on solid research and very recommendable to child mental health workers."—Journal of Psychology in Africa"This is an invaluable, beautifully written work on a number of levels. As a window into the psychological sequelae of chronic and acute child abuse and neglect, it is comprehensive and first-rate. As a conceptual frame highlighting the heuristic value of an object representational model in child clinical practice, it is splendid. And last, as a handbook for the seamless integration of clinical and scholarly research on the projective assessment of children, it is superb. This book will last and thrive as a called-upon reference in the fields of forensic psychology, psychological testing, and object relations theory."—Steven B. Tuber, PhD, ABPPCity University of New York at City College"This superbly written book provides a much needed integration of theory and research regarding the psychological condition of abused children. Complete with rich clinical material, it will be especially useful for the clinician or researcher who wishes to understand the abused child's internal world. The explication and clinical illustrations of the two most useful assessment measures of object representations--the Mutuality of Autonomy scale and the Social Cognition Object Representation scale--are especially helpful. The book should be read by all professionals who work with, or are concerned about, abused and traumatized children."—Phebe Cramer, Ph.D.Williams CollegeTable of ContentsContents: Preface. Introduction. Part I: Young Children and the Experience of Trauma and Abuse. The Representational World of the Young Child: The Role of the Four Psychologies. Object Relations Development in Abused and Traumatized Children: Theoretical and Clinical Considerations. Part II: The Psychological Representation of Abuse and Trauma. Object Representation Assessment of Children: TAT and Rorschach Research in Relation to the Abused and Traumatized Child. Object Representation Scales. Old Wine in New Bottles--The Borderline Child Revisited: Contemporary Perspectives on Diagnosis and Assessment. Three Faces of Abuse and Trauma: The Sequelae of Physical, Sexual, and Complex, Chronic Experiences of Maltreatment. The Abused and Traumatized Child: Changes in Object Relations and Ego Functions--The Influence and Impact of Therapeutic and Mutative Experiences. Object Representations of Abusive and Maltreating Parents: A Tale of Two Women. Concluding Remarks.
£117.00
Taylor & Francis Inc Improving Testing Process Tools and Techniques to
Book SynopsisThe primary purpose of this book is to demonstrate how proven quality assurance tools and methods that have been applied successfully in the manufacturing and service industries for the past 20 years can be applied in the testing industry. It defines what is meant by the term quality in testing and reviews how three business process concepts â standards, process planning and design, and continuous improvement â can be used to improve the way in which tests are designed, administered, scored and reported so that errors can be eliminated. Table of ContentsForewordPrefaceAcknowledgmentsPart One: The Quality Model1. The Risks and Costs of Poor Quality in Testing, Cheryl L. Wild2. A Framework for Testing Industry Quality Improvement, Rohit RamaswamyPart Two: Leadership3. Leadership in Testing, Richard C. SmithPart Four: Standards4. Standards in the Testing Industry, Cheryl L. Wild and Joan E. Knapp5. The Value of Accreditation, Roger L. Brauer6. An International Case Study of Accreditation, Peter Kronvall7. Accreditation in the Certification and Licensing Sector of the Testing Industry: Current Status and Future Possibilities: Sharon M. Goldsmith and Michael Rosenfeld8. Quality Systems for Testing, Marten RoordaPart Four: Design and Planning9. Designing Error-Free Processes, Rohit Ramaswamy10. Transitioning Between Testing Contractors, Charles A. DePascale11. Department of Education Perspective on Effective Vendor Relations, Judson Tumer12. Project Management and CBT Implementation: A Decision-maker’s Guide, Noel AlbertsonPart Five: Monitoring and Improvement13. Process Management in the Testing Industry, Rohit Ramaswamy14. Six Sigma in Testing, David O. Anderson15. Using Data Forensic Methods to Detect Cheating, David Foster, Dennis Maynes and Bob Hunt16. Detecting Exposed Test Items in Computer-Based Testing, Ning Han and Ronald Hambleton17. From Independent to Integrated Systems, Richard Dobbs and Stuart KahlPart Six: The Future of Quality in the Testing Industry18. Next Steps in Improvement Quality in Testing, Cheryl L. Wild and Rohit RamaswamyContributors Index
£52.12
Teachers' College Press InfantToddler Environment Rating Scale ITERS3
Book SynopsisFocuses on the full range of needs of infants and toddlers up to 36 months of age and provides a framework for improving program quality. ITERS-3 assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers.
£27.50
Teachers' College Press Teacher as Curator Formative Assessment and
Book SynopsisProvides a roadmap for using creative strategies to engage both educators and students in the learning process. Focusing on key qualities of culturally and linguistically responsive arts learning, chapters specifically demonstrate how arts integration strategies and formative assessment can be a catalyst for change in the classroom.Table of Contents Contents (Tentative) Foreword Beth Lambert vii Preface ix Acknowledgments xi Introduction: Arts-Integrated Learning and Creativity 1 Creativity in Our Schools 1 Arts Integration 4 Arts as a Means of Formative Assessment 7 Influence of Pedagogical Research 9 Blending Theory and Practice: A Journey Through This Book 11 1. A New Lens for Assessment 13 Reframing Assessment 13 Authentic Assessment 15 Reflective Practice 19 Creative Assessment Linked with the Arts 21 Instructional Design 24 We Are the Change 25 2. Culturally Relevant Arts Teaching, Learning, and Assessment 28 What Is Culturally Relevant Teaching? 29 A Focus on Diverse Students 32 Arts and Culturally Responsive Teaching and Learning 34 Reflecting on Practice 38 Creating a Positive Environment for Learning 38 3. Teacher as Curator 43 The Art of Curation 43 Building Curation Skills 49 Curation as Part of Formative Assessment 50 4. Deepening the Lesson Plan 56 Lesson Planning 56 Lesson Design 61 Eight Curatorial Lenses for Reviewing and Deepening a Lesson Plan 71 Reclaiming Lesson Plans 78 5. Curation Maps: Tracing the Journey 80 Activating the Curation and Mapping Process 81 Understanding the Curation Map 84 Creating Curation Maps 89 Curation Leads to Insight 104 6. Learning Stories: Voices from the Field 106 The Learning Story 106 Story Examples from Teachers 110 Final Thoughts 132 7. Creative Assessment Strategies 134 Strategy 1: Altered Text 135 Strategy 2: Collage 139 Strategy 3: Dialogue Poem 144 Strategy 4: Movement Phrase 148 Strategy 5: Role-Play 154 Strategy 6: Soundscape 160 Strategy 7: Storyboard 165 Strategy 8: Tableau 170 Conclusion 179 The Arts as Verbs in the Classroom 180 The Artistry of Teaching 180 Key Nuggets 181 Meaningful Learning Experiences 182 References 185 Index 197 About the Authors 207
£24.69
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
£30.00
Taylor & Francis Ltd (Sales) Designing Effective Feedback Processes in Higher
Book SynopsisFeedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback. Table of ContentsForeword; Acknowledgements; Series Editor Introduction; Introduction; Chapter 1: The feedback challenge; Chapter 2: Developing student feedback literacy; Chapter 3: Facilitating student engagement with feedback processes; Chapter 4: Technology-enabled feedback processes; Chapter 5: Assessment design for student uptake of feedback; Chapter 6: Enabling dialogue in feedback processes; Chapter 7: Interweaving internal and external feedback; Chapter 8: Implementing peer feedback; Chapter 9: The relational dimension of feedback; Chapter 10: Moving feedback forwards; References
£33.24
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
£18.95
Emerald Publishing Limited Assessment and Intervention
Book SynopsisIncludes chapters on curriculum based measurement and response to intervention, dynamic assessment and working memory, diagnostic accuracy and functional diagnosis, assessment of social behavior, assessment and intervention in reading and writing, and assessment and intervention in social and emotional competence and self-determination.Table of ContentsPREDICTIVE VALIDITY OF DYNAMIC TESTING AND WORKING MEMORY AS IT RELATES TO READING GROWTH IN CHILDREN WITH READING DISABILITIES H. Lee Swanson and Michael Orosco, University of California at Riverside APPLICATIONS OF CURRICULUM-BASED MEASURES IN MAKING DECISIONS WITH MULTIPLE REFERENCE POINTS - Gerald Tindal and Joseph F. T. Nese, University of Oregon EVOLVING STANDARDS OF DIAGNOSTIC ACCURACY IN PREDICTING AND AVOIDING ACADEMIC FAILURE - Amanda M. VanDerHeyden, Education Research & Consulting HOW TO USE PSYCHOLOGICAL TESTS FOR FUNCTIONAL DIAGNOSIS: THE CASE OF ASSESSMENT OF LEARNING DISABILITIES - Giulia Balboni, University of Valle d'Aosta, Italy; Roberto Cubelli, University of Trento, Italy A COMPARISON OF OBSERVATIONAL TECHNIQUES FOR ASSESSING STUDENTS' SOCIAL BEHAVIOR - Jugnu Agrawal, Dannette Allen-Bronaugh, and Margo A. Mastropieri, George Mason University CURRICULUM-BASED MEASUREMENT FOR BEGINNING WRITERS: RECENT DEVELOPMENTS AND FUTURE DIRECTIONS - Kristen L. McMaster, University of Minnesota; Kristen D. Ritchey, University of Delaware; and Erica Lembke, University of Missouri ISSUES IN ASSESSMENT FOR INTERVENTION IN IMPLEMENTATION OF RESPONSIVENESS TO INTERVENTION MODELS - Rollanda E. O'Connor and Victoria Sanchez, University of California at Riverside COMORBIDITY BETWEEN ATTENTION DEFICIT HYPERACTIVITY DISORDER AND READING DISABILITIES: IMPLICATIONS FOR ASSESSMENT AND TREATMENT - Ana Miranda, University of Valencia, Spain; Maria Jesus Presentacion, Rebeca Siegenthaler, Jaume I University, Spain; Carla Colomer, University of Valencia, and Vicente Pinto, Jaume I University, Spain ASSESSMENT AND INTERVENTION IN SELF-DETERMINATION - Michael L. Wehmeyer, University of Kansas SUCCESS AND FAILURE WITH TIER 2 SRSD FOR TIMED WRITING TESTS AMONG 2ND THROUGH 5TH GRADE STUDENTS WITH WRITING AND BEHAVIORAL DIFFICULTIES: IMPLICATIONS FOR EVIDENCE-BASED PRACTICE - Karin Sandmel, Johns Hopkins University; Kristen D. Wilson, Karen R. Harris, Kathleen Lynne Lane, Steve Graham, Wendy P. Oakes, Sharlene A. Kiuhara, and Trish D. Steinbrecher, Vanderbilt University DEVELOPING WRITING FLUENCY FOR ADOLESCENTS WITH DISABILITIES - Linda H. Mason and Richard M. Kubina, The Pennsylvania State University ENGAGING YOUTH WITH DISABILITIES IN SCHOOL: BUILDING AND SUSTAINING POSITIVE RELATIONSHIPS - Elizabeth Talbott and Lisa S. Cushing, University of Illinois at Chicago IMPROVING INTERVENTION EFFECTIVENESS WITH UNIVERSITY-PUBLIC SCHOOL COHORT PARTNERSHIPS - Margo A. Mastropieri, Thomas E. Scruggs, George Mason University; Nicole Conners, Fairfax County Public Schools; Mary Kealy, Loudoun County Public Schools; Nancy Morrison, Fairfax County Public Schools; Tina Diamond and Terry Werner, George Mason University
£90.99
Barwrite Press Perform Your Best on the Bar Exam Performance Test Mpt Train to Finish the Mpt in 90 Minutes Like a Sport
£47.57
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.
£12.56
C.A. Press Ciudadania Americana Hecho fácil con CD United
Book Synopsis
£8.96
Taylor & Francis Ltd Systemic Racism and Educational Measurement
Book SynopsisSystemic Racism and Educational Measurement provides a theoretical and historical reckoning with racism and oppression produced through educational measurement and research methodology. As scholars and professionals in the testing, measurement, and assessment of human learning and performance work to exorcise race sciences, white supremacy, and other injustices from the field's research and practice, new insights are needed into their root causes. This book is the first to posit that the theory of the White Racial Frame was and continues to be applied to the foundations, process, dissemination, and use of educational measurement, leading to instruments, findings, and decisions that perpetuate the racialized social structure of our nation. Even among well-meaning stakeholders who aim to improve humanity and address inequities, the White Racial Frame shapes the field's research questions, the methods utilized, the data valued, the interpretations made, and the language used tTable of ContentsPrefaceAcknowledgementsKey Terms and DefinitionsIntroductionPart I: Race, Racism, and the White Racial FrameChapter 1: The Origins of RaceChapter 2: Molding Race in the United StatesChapter 3: The Systemic Structure of RacismChapter 4: The White Racial FramePart II: The White Racial Frame and the Development of Educational MeasurementChapter 5: Heredity and Family TraitsChapter 6: The Birth of Tests of Mental AbilityChapter 7: The Rise of Educational Testing and Test BiasChapter 8: The Rise of Statistics in Educational MeasurementChapter 9: Educational Measurement as Apparatus for Systemic RacismSection III: Alternate Lenses for Educational MeasurementChapter 10: Critical TheoryChapter 11: Critical Race Theory and QuantCritChapter 12: Intersectionality TheoryChapter 13: Educational Measurement and the Pursuit of Racial JusticeChapter 14: Forging a Path Toward Anti-Racism in Educational MeasurementIndex
£41.79
Taylor & Francis Ltd The Experience of Examining the PhD
Book SynopsisThis book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining. Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards both written and unwritten are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to cTable of Contents1. Introduction Part I: Transversal studies 2. Standards and criteria: Is there a case for international comparability? 3. The experience of examiners and examining 4. The final oral examination 5. The role of languages in doctoral examination Part II: Case studies of universities Africa 6. Eduardo Mondlane University, Mozambique 7. Makerere University, Uganda Asia 8. Beijing Language and Culture University, China 9. A Japanese University 10. Thammasat University, Thailand South America 11. Universidad Nacional de La Plata, Argentina 12. The University of São Paulo, Brazil The West 13. University of Aveiro, Portugal 14. University of Connecticut, USA 15. Durham University, England, United Kingdom 16. Jagiellonian University in Krakow, Poland 17. Macquarie University, Australia 18. Sofia University St Kliment Ohridski, Bulgaria 19. Afterword
£31.49
Taylor & Francis Ltd Handbook on Assessments for Gifted Learners
Book SynopsisThis essential handbook is a comprehensive and systematic examination of the assessment of gifted and advanced students and their programs, and a must-have resource for coordinators and directors at state and local levels.Handbook on Assessments for Gifted Learners explores issues associated with building an effective identification system, clarifies and interprets the need for targeted learning progress assessments for gifted learners, and discusses program evaluation, assessments, and processes used to gauge programs' success. Engaging chapters written by both academic and practitioner experts provide research-based, practical ideas for identifying and measuring the progress of gifted and advanced learners. Readers will benefit from informed recommendations stemming from current research conducted specifically for this text.Table of Contents1. Using Assessment as a Framework for Standards-Based Program Development in Gifted Education [Susan K. Johnsen and Joyce VanTassel-Baska] Section I. Identification Introduction to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] 2. Universal Screening: A Process to Promote Equity [Lindsay Ellis Lee and Scott J. Peters] 3. Quantitative Assessment Tools for the Identification of Potential: Ability, Achievement, and Other Indicators of Academic Readiness [Joni Lakin, Monica Simonds, and Marla Caviness-French] 4. Qualitative Assessment Tools for Identification: Curriculum-Based Product/Performance Tasks [Catherine A. Little, Rebecca L. O’Brien, and Kelly L. Kearne] 5. Use of Teacher Rating Scales to Augment Identification [Gail R. Ryser] 6. The Inclusion of Underrepresented Populations in Gifted Programs [Joyce VanTassel-Baska and Susan K. Johnsen] Conclusion to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] Section II. Assessments for Learning Progress Introduction to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan K. Johnsen] 7. The Assessment of Domain-Specific Creativity: Person, Process, and Product [Todd Kettler and Kristen N. Lamb] 8. Curriculum-Based Assessments [Tracey N. Sulak, Maryann R. Hebda, Celeste D.C. Sodergren, and Jennifer H. Robins] 9. Performance-Based Assessments for Secondary Gifted Students [Elissa F. Brown] 10. Project-Based Assessments: Tasks and Rubrics [Catherine M. Brighton, Michelle Hock, and Tonya R. Moon] 11. Assessment of Talent Development Trajectories [Paula Olszewski-Kubilius, Frank C. Worrell and Rena F. Subotnik] 12. Student Self-Assessment [Anne N. Rinn and April Walker] 13. The Use and Value of State Assessments of Learning [Cecelia A. Boswell, Cheryll M. Adams, and Mary M. Christopher] 14. Accommodations and Modifications of Assessments for Twice Exceptional and English Language Learners [Yara N. Farah] Conclusion to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan Johnsen] Section III. Evaluation of Programs Introduction to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 15. Evaluation Tools to Assess Gifted Programs: Selection and Use [Cheryll M. Adams and Melanie Caughey] 16. Case Studies of District Models for Success [Carolyn M. Callahan] Conclusion to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 17. Issues and Insights on the Process of Assessment [Susan K. Johnsen and Joyce VanTassel-Baska]
£40.84
Taylor & Francis Formative Assessment and Feedback in PostDigital
Book SynopsisThis fundamental text provides cutting-edge theory and practical insights into how formative assessment and feedback can be used enhance student learning development through exploring an exciting range of case studies from experts in the field.Underpinned by relevant theory and real-world advice spanning the global higher education sector, this book examines the importance of technology and digital education in shaping the use of assessment and feedback in higher education. Presented through international perspectives in assessment research and practice across a broad array of subject disciplines, the book focuses on the inclusion of empirical evidence, as well as the contemporary issues and challenges currently facing formative assessment. The case studies bring to life strategies and approaches that utilise a combination of digital and material tools to promote a range of innovative formative assessment practices, including facilitating dialogic formative assessment and supporting peer review and co-production of feedback artefacts. Each case study is divided into the context behind it, the strategy, practice, impact, and key learning outcomes, presenting a series of opportunities for practitioners to consider and embed in their practice.Aimed at experienced and early career practitioners in higher education, as well as third space practitioners such as learning and educational developers and designer, this text is ideal reading for educators who wish to see evolution in higher education, using the lessons learned from utilising educational technology to focus on student learning in increasingly digital environments.
£34.19
Taylor & Francis Ltd Authentic Secondary Art Assessment
Book SynopsisOffering a contemporary overview of how visual art teachers assess learning in their classrooms, this book provides an outline of the role of assessment in reporting not only student achievement but also how student assessment ties to the intrinsic and external assessments of teacher performance.Compiled using stories from the classrooms of 19 visual art high school teachers who share their approaches to benchmarking student success, the text encourages teachers to consider assessment both for guiding their students to achieve artistic goals and for re-envisioning their own curriculum and instruction. The featured assessment snapshots fall along four strands: Visual Narratives and Visual Literacy; Capturing Empathic Understandings and Social Engagement; Measuring Risk-taking and Ingenuity; and Assessing Collaborative and Integrated Learning Outcomes. Across these sections, teacher contributors offer different perspectives for student assessment, capturing a snapshot of the woTrade Review"The National Art Education Association is proud to support the integrity and diligent efforts of Cathy Smilan and Richard Siegesmund in bringing this book to light. We are also honored to serve and promote the industrious nature of the visual arts educators who shared their knowledge and experiences to make this work possible. The tireless commitment of these art educators not only shaped the context of this volume, but also the learning outcomes of countless students who received guidance—as well as creative and artistic success—under their instruction."-National Art Education Association (NAEA)Table of ContentsIntroduction: Authentic Secondary Arts Assessment: Snapshots from Art Teacher Practice SECTION I: Overview of Assessment 1. Art Education Assessment and the Industrial Educational Complex 2. Educational Aims, Goals and Objectives: Balancing Instructional Objectives and Expressive Outcomes 3. Contemporary Dilemmas in the Assessment of Art Learning: Promoting Creativity, Assessing Teachers, and “Doing” the Standards SECTION II: Models of Assessment 4. Commentary Section II—Standards and the Assessment of Competencies 5. Can’t You Just Give Them a Quiz? Resistance as a Means to Promote Authentic Assessment 6. The End Justifies the Means: Assessment and Backward Design 7. Advanced Placement in Studio Art: Assessment and Advocacy 8. International Baccalaureate: Art Educators as Leaders in Models of Student Thinking and Assessing What Matters 9. Studio Thinking and Assessment in High School Visual Art 10. Assessment Literacy and edTPA: Seeing the Bigger Picture 11. The Danielson Framework for Teacher Evaluation and Student Assessment 12. Section II Summary Section II Questions and Discussion Points SECTION III: Assessing Visual Narratives and Visual Literacy 13. Commentary Section III—Visual Narrative: Assessing How We Tell Our Stories 14. Beyond the Color Wheel: Assessing for Habits of Mind in the art classroom 15. Authentic Assessment Through a Summative Bookmaking Unit 16. Expressive Portraits: Visual Narratives of Affective and Technical Assessment 17. Drawn Personalities 18. Section III Summary—The Role of “Context” in Assessment Section III: Questions and Discussion Points SECTION IV: Measuring Risk-taking and Ingenuity 19. Commentary Section IV—Nurturing and Assessing Risk-Taking in the Art Room: A Framework for Teachers 20. Assessing the Student Over the Work: Grading with Studio Habits of Mind 21. Holistic Assessment through the Photographic Lens 22. Risk and Chance: Portrait Lessons for Advanced Students from Rural and Suburban Communities 23. Risk-Taking and Empowering Students with Interdependent Artmaking 24. Section IV Summary Section IV Questions and Discussion Points SECTION V: Capturing Empathic Understandings and Social Engagement 25. Commentary Section V—Empathy and Socially Engaged Art 26. Starting a Conversation: Student-Directed Projects Designed to Engage the Community 27. An Evolution of Assessment in the Wake of a Cultural Revolution 28. Building School Community with Artist Trading Cards 29. What Breaks Your Heart? Socially Engaged Artwork in the High School Art Classroom 30. Section V Summary— Assessing Socially Engaged Art Education Section V Questions and Discussion Points SECTION VI: Assessing Collaborative and Integrated Learning Outcomes 31. Commentary Section VI—Integrated and Collaborative Assessments 32. Sculptured Landscapes: Art Lesson and Assessments 33. Ceramic Whistle Sculpture 34. Critique as Assessment 35. The Art Throwdown: Process and Production in Interscholastic Competition 36. Summary Section V—An Assessment: Art Integrated Instruction and Collaborative Learning Section VI Questions and Discussion Points SECTION VII: Closing Thoughts 37. Conclusion 38. Afterword: Addressing Social Issues and Mental Health as Contemporary Culture 39. Afterward: Rethinking Assessment – Post-Pandemic
£37.04
Taylor & Francis Ltd Outdoor Learning in Higher Education
Book SynopsisOutdoor Learning in Higher Education is essential reading for educational developers and academic teachers of all disciplines interested in the theory behind, and benefits of, learning outdoors. Filled with practical case studies and backed by recent research, it provides educators with the tools needed to create an effective yet inclusive learning experience for their students beyond the lecture hall or seminar room.In chapters which offer analysis, discussion of current debates and advice for good practice, the book is structured around five key themes: Theoretical perspectives and research supporting outdoor learning. Health and wellbeing benefits for learners and educators. Tools and techniques for teaching outdoors, including new technology. Examples of effective fieldwork. Crossing educational borders and implementing sustainability and the natural world into the curriculum. This key book covers issues which
£28.49
Taylor & Francis Ltd Student Affairs Assessment
Book SynopsisThis second edition of Student Affairs Assessment: Theory to Practice provides updated content that reflects current student affairs assessment practice and signals the direction in which the field is headed.Chapters feature foundational concepts of assessment design, outcomes, and data collection methods while also addressing current topics in student affairs assessment such as the prevalence of data analytics through higher education and equity-centered assessment. In addition, this volume further broadens the scope of the assessment process by highlighting the impact of culturally responsive ethics and Indigenous paradigms. Ultimately, this book provides student affairs staff with the grounding they need to integrate assessment into how they design and monitor the programs, services, and activities they create to contribute to students' development.A useful reference for implementing assessment of co-curricular programs and services, this book is an excellentTrade Review“Student Affairs Assessment: Theory to Practice is one of a handful of new publications directed specifically at student affairs practitioners and graduate students who seek to study assessment. As the title indicates, this is a comprehensive text that includes topics not always covered in similar texts, including the history of assessment in student affairs, the importance of epistemology or ‘ways of knowing’ when it comes to thinking about assessment, the politics of assessment, and the uses of technology in practice. Henning and Roberts’ text would be ideal for course instruction as it covers theory to practice and could be taught in the order best suited for the class. Course instructors may choose to create assignments tethered to key points and discussion questions provided by the authors.” -- Teachers College Record“If my graduate program curriculum had included an assessment course, I would have liked for this new book from Henning and Roberts to be the text. And as I prepare to introduce a position dedicated to assessment and storytelling into my Student Affairs portfolio in the coming months, I’ll certainly purchase this book as a resource for our staff. Accessible to assessment newcomers and useful for seasoned professionals, Student Affairs Assessment: Theory to Practice belongs in Student Affairs libraries everywhere.”-- John Austin, Executive Director, Student Affairs, Ryerson University"Rigor in implementing assessment is emphasized throughout this volume. Rigor also characterizes the book’s contents, which are particularly thorough in explaining why and how to do assessment and how to use results to improve programs and services. The authors make unique contributions in chapters on epistemology, politics, closing the loop, and ethics."-- Trudy W. Banta, Professor of Higher Education and Senior Advisor to the Chancellor, Indiana University-Purdue University Indianapolis"This comprehensive primer on student affairs based assessment is a welcome and valuable contribution to the profession. This is the best kind of example of connecting theory and practice, all for the benefit of our students. In many ways student affairs has led the academy in implementing true assessment of student learning and this work enables higher education to make even stronger progress on this critically important work.”-- Mike Segawa, Dean of Students, University of Puget Sound"Henning and Roberts bring their superb scholar-practitioner orientations to this informed, accessible, and comprehensive approach to assessment. Their experience shines with practical examples embedded in solid research methodologies. Built from now-classic documents in student affairs, both graduate students and those coming into student affairs work new to assessment will find this book foundation to their professional practice."-- Susan R. Komives, professor emerita, Student Affairs Graduate Program, University of Maryland and past president of both ACPA and CAS“If tasked to spearhead assessment with little support, this single resource might be what saves you. Whether new to assessment or interested in bolstering your grasp of assessment, you will find that this isn’t simply a textbook on assessment but rather a comprehensive review of the context, methods, and implications of assessment. Important chapters on the history and mechanics of assessment are balanced by often missing discussions of political realities and implications associated with assessment activities. This is a thorough handbook for everyone in student affairs.”-- Dean L. Bresciani, President, North Dakota State University and Professor of Human Development and Education"The timely update to this standard, much read, and oft-cited book which is routinely used in student affairs focused graduate programs reinforces the role of assessment as a key practice for student affairs professionals. Operationalizing assessment within a specific context and dynamically changing environment, this updated edition offers invaluable insights to advance both the philosophy and practice of student affairs within the context of today’s students and educational realities. Building from the foundation provided by the first edition of this seminal text in student affairs assessment, the second edition provides a research-oriented, comprehensive overview that is both insightful and process oriented to provide strategic direction to new and seasoned assessment professionals alike. With coverage of elements such as equity, ethics, politics, methods, paradigms, and culture, Henning and Roberts remain secured in their position as the go-to resource for student affairs assessment."--Natasha Jankowski, PhD, Higher Education Consultant"As enrollments decline, resources become increasingly scarce, and expectations for graduates increase, student affairs educators simply must become the most skilled professionals at data-informed practice at our campuses. It’s not enough to know you’re doing important work for students—you have to prove it and then improve it. This is the book I wish I had back when I was teaching these concepts in student preparation programs, and this is the book I now want to see worn and used on the desks of student affairs educators at my campuses." -- John L. Hoffman, PhD, President, Bemidji State University and Northwest Technical College"Brilliant, practical, and timely. Never has it been more important to provide data informed practices for assessing students outside of the classroom. Henning and Roberts have provided a comprehensive approach to guide this critical work."--Charles Lloyd, EdD, President, White Mountains Community College"This is a must-have reference for faculty, students, and professionals (new and seasoned) who need a complete and contemporary reference for conducting high-quality, ethical, equity-based assessment. If you are looking for one book that covers design to analysis to reporting, Student Affairs Assessment: Theory to Practice (2nd Edition) is the text you need."-- J. Patrick Biddix, PhD, Jimmy and Ileen Cheek Endowed Professor of Higher Education, The University of Tennessee, Knoxville"This book is a must-read for any student affairs practitioners seeking to engage in assessment work that translates across the institution in meaningful ways. Drs. Henning and Roberts walk practitioners through the steps, grounding the work in theory, and subsequently empowering student affairs professionals to engage in university learning and development outcomes dialogue that will support institutional transformation."--Marilee Ludvik, PhD, Associate Provost and Director of Institutional Effectiveness, Loyola University ChicagoTable of Contents1. Assessment in Student Affairs—Setting the Stage 2. Paradigms and Assessment 3. The Assessment Process—The Big Picture 4. Types of Assessment 5. Outcomes—Building Blocks for Assessment 6. Quantitative Designs 7. Qualitative Designs 8. Planning and Designing Assessment Projects 9. Survey Design 10. Interviews, Focus Groups, and Talking Circles 11. Additional Assessment Methods 12. Quantitative Analysis and Statistical Overview 13. Qualitative Analysis for Assessment 14. Data Analytics and Assessment 15. Sharing Assessment Results 16. Using Assessment Results—Closing the Loop 17. Integrating Equity into Student Affairs Assessment Practice 18. Assessment Ethics 19. Politics in Assessment 20. Cultivating and Sustaining a Culture of Assessment 21. The Future—Where Are We Headed?
£30.39
Taylor & Francis Ltd From Purpose to Impact
Book SynopsisTo meet the challenge of closing the gap between academic research and industry practice, we need a step change in how the business school and the business scholar engages with business. This book presents best practice in the methods of broadening successful academicbusiness engagement on a major scale. It presents concrete recommendations for setting programmes, creating incentives and structuring recruitment that will transform effective academicbusiness engagement.Most universities claim to have significant links with industry and the professions, but, in reality, only a limited number of business scholars are engaged with industry. A focus on impact' presents an additional potential trap, confusing promotion of research and tactical tips and tricks, with genuine engagement. This book explores the increasing number of new and innovative partnerships and collaborative activities, and looks at how academics can adapt to and leverage these new opportunities. It focuses on th
£49.39
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
£30.39
Taylor & Francis Maximizing the Impact of Assessment in Higher
Book SynopsisLeveraging data for change and improvement is the least discussed but most difficult step to implement in the assessment cycle. This practical book closes the loop by linking the higher education assessment process with change management frameworks, allowing for greater institutional adaptability, improvement, and innovation.Seasoned assessment professionals Cogswell and Henning draw on cutting-edge research, models, and practical examples to guide readers through the process of using assessment findings to effect and sustain change. Chapters offer an analysis of relevant change management theories, methods and timelines for measuring change, strategies on documenting and communicating change for stakeholders, instruction on facilitating effective studentâcampus partnerships, and plentiful real-world examples throughout.This book is essential reading for higher education practitioners who design, coordinate, and report assessment efforts, as well as administrators and leaders who wish to see these change efforts succeed.
£33.24
