Education: examinations and assessment Books

Book SynopsisThis accessible guide shows just how straightforward it can be to create excellent classroom assessment for formative or summative purposes, giving you confidence in your assessment practices.It clearly sets out the principles underpinning all good educational assessment and translates them into a series of clear practical steps. These can be put into practice in a wide range of classroom contexts to fit the purposes of every teacher. Written by two assessment specialists with decades of experience in the UK and internationally, this readable and well-structured text encourages teachers to examine assumptions and challenge the use of assessment that is not fit for purpose. Including summaries of key ideas, questions and key takeaways, chapters cover: The purposes of educational assessment Understanding what you want to assess How to get the evidence you need Assessment design The outcomes of assessment and providing feedback Designed to inspire and support busy teachers and teachers in training across both primary and secondary phases, this book is a valuable resource for creating the kinds of assessment that will benefit learners in the ways that all good assessment should.

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Book SynopsisTrade Review‘Whilst the SDG4 collects statistical data on a range of education issues, it has transformed the technical spaces of data production into venues of deliberation on future policy directions. However, what about what we do not know? This book’s chapters chart in detail the challenges and repercussions of dealing with missing data, missing vulnerable populations, missing national relevance and, ultimately, missing the goal of using data meaningfully to support impactful education policies on the ground. Based on empirical evidence and analysis, and written by education experts working in the field, the book is recommended thoroughly to all those, experts and policymakers alike, that strive so that the SDG4 is not another missed opportunity in the governance of global education.’ -- Sotiria Grek, University of Edinburgh, UKTable of ContentsContents: 1 Introduction to missing education data and the SDG 4 data regime 1 Daniel Shephard and Marcos Delprato 2 A conceptual framework to assess missing data for SDG 4 14 Marcos Delprato 3 Priorities for missing data and SDG 4: Latin America and the Caribbean 32 Alejandro Vera, Ernesto Yáñez and Martín Scasso 4 Priorities for missing data and SDG 4 in the Asia region 49 James Shoobridge 5 Priorities for missing data on SDG 4 in the Arab Region 68 Karma El Hassan 6 Priorities for missing data and SDG 4 for countries in Africa 85 Angela Arnott 7 Missing education data on internally displaced people (IDPs) 103 Chiara Valenti and Louisa Yasukawa 8 Indigenous data sovereignty and missing education data 120 Jacob Prehn, Karen Martin and Gawaian Bodkin-Andrews 9 Gender, missing data and SDG 4 138 Helen Longlands, Rosie Peppin Vaughan and Elaine Unterhalter 10 Conclusions on missing education data and the SDG 4 data regime 156 Marcos Delprato and Daniel Shephard Index

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Book SynopsisTrade ReviewWith over 30 years of experience in education, you learn to recognize those practices that make a difference in your teaching. The Success Criteria Playbook is one of those books. Focusing on developing high-quality success criteria, John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey take success criteria to the next level by laying out a step-by-step process that helps teachers ensure every student has clarity and can be successful in meeting the learning intentions. Each module walks you through the process of developing success criteria that help break down barriers and maximize student learning. This book is a must-have in providing your students a clear understanding of what success looks like! -- Barbara J. Lane * Curriculum Coordinator and K–12 Coordinator, San Bernardino County, Superintendent of Schools, San Bernardino, CA *Educators, this book is your next MUST-READ whether you are just hearing about success criteria for the first time or are looking to hone your students’ abilities to articulate how they will know they have mastered your learning intentions. The Success Criteria Playbook is ideal for engaging in collaborative reflection through PLCs or personal reflection as you seek to make learning visible to your students. With a focus on equity in learning for all students, including those participating in distance learning, this book could not be more relevant to schools today. -- Kathryn Campbell * Teacher, Hanover County Public Schools, Mechanicsville, VA *Not sure how to know if your students are learning? Wondering if your students even know what success looks like for your lessons? The Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable has your answers and more! As a classroom teacher it can be hard to know if your students are learning. It’s even harder to know how to adjust for differing assignments, tasks, projects, and evolving expectations. Not all learning is the same, and this book offers clear, teacher-friendly examples that I could immediately take and apply to my own classroom, in whatever scenario I found myself. This book offers wonderful examples from real classrooms that made visualizing this in my own classroom effortless. I was able to easily transfer this text into reality in my classroom. My students know what we are learning, but more importantly they know when they’ve got it, and those lightbulb moments are what it’s all about! -- Christen Wenger * Third-Grade Teacher, Rockingham County Public Schools, Rockingham, VA *From classroom, school, and district implementation, The Success Criteria Playbook provides guidance to navigating the hub for all aspects of quality teaching and learning. John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey provide the foundation for developing scaffolded tasks and assessments while incorporating opportunities for feedback. This publication is a hands-on, practical compilation of realistic experience gleaned from classrooms across the world. Standard deconstruction and lesson planning processes start with success criteria. Keys to every learner knowing what they are learning, knowing where they are in their learning, and knowing where they ultimately need to be are found here. The Success Criteria Playbook is a true game-changer! -- Josh Maples * Vice Principal, Barren County Public Schools, Glasgow, KY *Table of ContentsIntroduction Module 1: What are success criteria? Module 2: What are the challenges to creating and implementing success criteria? How do we overcome those challenges? Module 3: How do success criteria pave the way for equity? Module 4: Creating and implementing effective "I Can"/"We Can" statements Module 5: Creating and implementing single-point rubrics Module 6: Creating and implementing rubrics Module 7: Creating and implementing success criteria through teacher modeling Module 8: Creating and implementing success criteria through exemplars Module 9: Co-constructing criteria for success Module 10: Different types of success criteria for different aspects of learning Module 11: How do we use success criteria to foster meta-cognition Module 12: How do success criteria support deliberate practice and transfer of learning? Module 13: What is the relationship between success criteria and feedback? Module 14: How do we use success criteria to fulfill the promise of equity? References

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Book SynopsisWhen numbers become people, learners thrive Waves of dataindigestible, dehumanized, and disaggregatedare crashing into the education system every day, driving you to distraction. But imagine a world where you're not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student. Sharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find A fresh look at data to incorporate new learning Updated case studies, figures, and vignettes Insights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work? An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking Tools for committing to equity and excellence FACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you: Increase learners' growth and achievement improve engagement that results in students, teacher and leader empowerment build cultures of learning drive a learning environment of continuous improvement Trade ReviewA superb book. Full to the brim of practical, workable ideas. Sharratt and Fullan exude love and compassion for all students everywhere, reinforcing that they all deserve the best educational experience, irrespective of circumstance or context. It also reminds us to look at faces first, data second, in the pursuit of achievement for all. Powerful and persuasive, this book speaks directly to the importance of focusing on global education now more than ever. -- Alma Harris * University of Swansea *A rich tapestry weaving together data, student identity, and informed professional judgement. Sharratt and Fullan have provided a context for the use of student data to move from an aspiration that all children can learn to an accountable set of actions to ensure that all means all. Putting faces on the data requires knowing the whole learner, including their identity, community, and lived experience. -- Cathy Montreuil * Department of Education and Early Child Development *Unlocking the capacity of each student remains the essential work of all teachers and leaders. This new edition expertly provides an elaborated and contemporary focus on how to enhance school performance through identifying and understanding the abilities, passions, and potential of our next generation of innovators and problem solvers. -- Jim Watterston * The University of Melbourne *Sharratt and Fullan’s 2012 work was a catalyst for progress in Queensland public education, leading us out of a "teacher-led / data-driven" binary into a new era characterised by deep understanding of our student and community needs, grounded in evidence. New perspectives in this edition reflect contemporary research and case studies, updated parameters, and provocations around emerging global challenges. -- Sharon Schimming * Department of Education Queensland *A book starts with blank pages, has within it a lovely apparition and a sense of beauty waiting to be imprinted so that potential readers can then make interpretations about what they see. There is no immaculate perception when interpreting data, but there are multiple meanings tied to beautiful faces. Sharratt and Fullan paint the pictures, sculpt the beauty of the meaning of data, and dive deeply into the interpretations and implications. A work of art, indeed. -- John Hattie * University of Melbourne *This is our forever work. -- Gerard Mowbray * Diocese of Maitland-Newcastle *My journey as a school and system leader has run parallel to the 10 years of Putting Faces on the Data. As a school leader, it helped me learn that the only way you lift outcomes – whether for a class or a school – is child by child. This ensures that we have a line of sight to what each child and school needs to improve student outcomes. Thank you from every child who has been ‘given a face’ in a class, school, and system across the world. -- Leanne Nixon * School Performance North *This book changed the way our system views data and how collectively a shared understanding of data literacy brings accountability to the forefront. There is no system improvement without ′Putting Faces on the Data′! -- Kate O′Brien * Education and Research Sydney Catholic Schools *It is great to have a 10th anniversary edition of FACES! This book changed the way we understood how to promote improvement in our work with teachers and leaders in Chile. It taught us what to look for in the process of learning, what data is relevant to collect, and how leaders become learners with their teachers. FACES taught us that focus for collaboration and professional learning is all about putting each student’s achievements at the center of our conversations! -- Isidora Recart * Fundación Educacional Arauco *In this fast-paced world, work that is relevant ten years after its first edition speaks to its durability. Each part of this book can be found in the work we do – I see data walls and I hear conversations about assessment and how it drives instruction. This book guides our work with practical examples, clear explanations, and guidance. Thank you to Lyn and Michael for continuing to make Putting FACES on the Data relevant and valuable to all educators! -- Elaine Lochhead * Seine Rover School Division *Lyn Sharratt and Michael Fullan clearly articulate the complexity of change and the necessity to understand the 13 parameters by providing an insightful resource using case studies to provide an indisputable pathway to system improvement. This is a must read for every system leader, school leader, and teacher leader. Their work has been pivotal in my work as a system change leader in both Manitoba and Alberta and is even more important coming out of a global pandemic. -- Michael Borgfjord * Pembina Hills School Division *This powerful book provides the missing links between intention and action. Educators want to see every student succeed in learning and in life. The challenge is to reform the system to deliver on broader and deeper goals while also engaging each student on a pathway to their "best possible, most richly imagined future." This book is a beacon of hope that honours the work of all teachers and leaders by making sense of the improvement journey in classrooms, schools, and systems. -- Mary Jean Gallagher * Ontario Ministry of Education *Table of ContentsForeword Preface Chapter 1: Information Glut to Well-Known FACES Chapter 2: The Power of Putting FACES on the Data Chapter 3: Making It Work in Practice - Assessment Literacy Chapter 4: Making It Work in Practice - Instruction Chapter 5: Leaderhsip - Individualizing for Improvement Chapter 6: Ownership - Of All the Faces Epilogue

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Book SynopsisTrade ReviewFeedback is complicated, complex, and layered. How Feedback Works made it feel possible and easy! As someone who is familiar with formative assessment practices, which include feedback and peer feedback, I saw the through line immediately. Each module addresses a different type of feedback but also adds a deeper understanding of feedback as new ideas are discussed in various ways. This book added to my own knowledge and pushed me to think a little differently. -- Jeni Mcintyre * Director of Data-Driven Instruction, Tulsa Public Schools *The contents of this book are accurate, coherent, consistent in theme, and backed up with references and plausible examples. This playbook provides appropriate and relevant guidance for teachers, including learning outcomes and information on misconceptions. It is relevant for all levels of learners in this field—from the lead to the highly accomplished to the proficient and provisional educators. -- Leanne Hebden * Quality Teaching Coach, Literacy, Instructional Leader, Department of Education, Tasmania, Kingston Primary School *Feedback is the missing link. As educators, we know the important role that feedback plays not just for our students, but for our teaching as well. And yet if we do not understand what that feedback looks like and sounds like, we can never truly know the depth of our impact. How Feedback Works gives the teacher the tools they need to know exactly when to use feedback and the kind of feedback that should be given. -- Barbara Lane * San Bernardino County Superintendent of Schools“ *Feedback is one of education’s most powerful assets in moving learning forward, yet it’s often the most misunderstood. How Feedback Works ties in pedagogical principles with cognitive science and educational psychology to explain not only how to give effective feedback, but also how to create the structures and conditions necessary for feedback to maximize its potential on student learning. Through explanation, models, and guided practice, this playbook capitalizes on the research to help educators better understand and implement feedback that moves students to and through their next levels of learning. As an educator who coaches teachers, prekindergarten through twelfth grade, I’m excited to have this gem in my back pocket as a relevant reference to share with my colleagues and for developing my own knowledge and skill set around all things feedback. -- Kierstan Barbee * Director of Assessment for Learning *Table of ContentsPart I: Setting the Foundations for How Feedback Works Module 1: What is Feedback? Module 2: What Does the Latest Research Say about Feedback? Module 3: What Does the Feedback Process Look Like in Action? Module 4: What are the Four Foundational Elements of Feedback? Module 5: What are the Barriers to Giving, Receiving, and Integrating Feedback? Part II: The 4 C’s: Care, Credibility, Clarity, and Communication Module 6: What is the Role of Care in How Feedback Works? Module 7: What is the Role of Credibility in How Feedback Works? Module 8: How Important is Clarity in How Feedback Works? Module 9: What is the Role of Evidence in How Feedback Works? Module 10: What Role do Teacher and Student Noticing Play in How Feedback Works? Module 11: What are the Similarities and Differences between the Four Types of Feedback? Module 12: How Should Feedback be Communicated? Module 13: How do Cues and Reinforcements Communicate Feedback? Module 14: How Can Technology Communicate Feedback? Module 15: How do Practice Tests Communicate Feedback? Module 16: How can we Engage our Learners in Communicating Feedback? Conclusion

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Book SynopsisElevating the essential work of today's teachers Teaching is life-giving work, essential for the development of thriving humans. It is devastating to hear teachers refer to themselves as just teachers as if they are powerless and without status. What if we turned the phrase's meaning upside-down and claimed its redemptive power? Just teachers care for each student. Teachers who are just, cultivate freedom, justice, and flourishing. This book will have readers just teaching in the best sense of the phrase!Just Teachinghas been written for teachers who want to develop the best ways to serve students based on research on how students learn. This book shows how to use appropriate tools, based on the wisdom of generations of educators, in a focused, sustainable way.Readers will find: evidence-based practices to support student feedback, engagement, and wellbeing (for students and teachers, too) case studiTrade ReviewThis beautifully written, refreshing, and highly intelligent book highlights the much-overlooked human side of teaching. But it’s not "fluff." Jonathan Eckert demystifies the complexity of education and shines a spotlight on three necessary teaching elements, helping readers focus on what matters—to change the life of each student. -- Megan Allen, NBCT, Founder, 2010 Florida Teacher of the YearLeave it to Jonathan Eckert to take a phrase that conjures up the skin crawl of proverbial nails on a chalkboard, use it as a book title, and then convince the reader to embrace it! Just Teaching does just that. Although "this book is only about three things," the synergy of well-being, engagement, and feedback as explored in these eight chapters create a powerful design of the essentials to teach each student well. Educators who prepare, are prepared, or are preparing to teach will benefit from this thoughtful work of inspiring stories and practical tools. -- P. Ann Byrd, President of CTQWith Just Teaching, Jonathan Eckert has written the right book for the right moment. District and school leaders are seeking coherent ways to frame the important work of academic recovery in a post-pandemic world. Eckert helps us by naming the FEW areas we must prioritize. His straightforward language along with built-in application tools allow even the busiest practitioners to read this book and—more important—use it with their teams in service of supporting students! -- Joan Dabrowski, Chief Academic Officer, Baltimore City Public SchoolsThe dehumanization of American education on many fronts in the wake of a pandemic has often left teachers and students feeling alienated, like cogs in a broken system that no longer cares. The solution is as it has always been: in the eternity altering spark exchanged between caring teacher and engaged student. In Just Teaching, Jonathan Eckert injects new life and passion into this most noble profession, providing simple yet refreshingly creative strategies for engaging students, advancing their well-being, and restoring joy into the schoolhouse. This book will make teachers remember why they love what they do! -- Jay Ferguson, Head of School, Grace Community School, Tyler, TXWhat a great book—for those beginning their training and for those in induction programs, as well as for all those already in the classrooms. Eckert reminds us of the power, complexity, simplicity, and joys of teaching. He asks us to savor the time as teachers, and make the experience meaningful to you, your students, and your colleagues. And he backs this with so many ways of thinking and doing that remind us daily of why we all entered this profession: to maximize our impact on others. -- John Hattie, Author, VISIBLE LEARNING® seriesJonathan Eckert’s joy and admiration for the teaching profession has led him to create a book for teachers that combines a mix of practical advice with life-giving advice for finding the joy in the work. In Just Teaching: Feedback, Engagement, and Well-Being for Each Student, he shares advice and research about finding the essential parts of the job while also serving each student. In a time when our schools and communities need teachers more than ever, this book provides a road map for new teachers to begin their profession focusing on the most important aspects of the work and gives experienced teachers space to reclaim their enjoyment of teaching. Woven throughout are practical exercises for reflection, entertaining stories, and research supporting the practices he recommends. "Each educator matters because each student matters" and this book is a road map for making teaching a joy-filled and sustainable profession. And, he wouldn’t be a former eduwonk without including a one pager to summarize all this useful advice. -- JoLisa Hoover, US Department of Education Teaching, Ambassador Fellow, 2008, 2014, 2015It is easier than ever to feel overwhelmed by the multitude of demands placed on educators. In Just Teaching, Jonathan Eckert reminds us that while our plates as teachers may be perennially overfilled, success in the classroom often boils down to a handful of factors that, if approached thoughtfully, can often equal success. Eckert backs these claims up with deep and compelling research and provides his readers with a pile of proven tools for implementing these approaches in their classes. Just Teaching is that rare book that seamlessly blends scholarship, philosophy, and practicality and will be on my list to buy for almost every teacher I know. -- Matthew Johnson, Author, Answers to Your Biggest Questions About Teaching Middle and High School ELAJonathan Eckert delivers a powerhouse book that every educator (and parent) needs now. Students are struggling like never before, and Eckert’s Just Teaching clearly explains why every child must be seen, heard, and loved and how to get there. This book is an urgent must read. -- David Magee, Bestselling author (Dear William) and a creator of the William Magee Institute for Student Wellbeing at the University of MississippiJonathan Eckert is a rare jewel among teacher educators today. He brings together a deep understanding of educational research, of practical classroom realities, and of the love of Christ. In Just Teaching, he draws on these understandings to pull us all back to the core of all teaching and learning: feedback, engagement, wellness. New and veteran educators will find this book revitalizing. -- Renee Moore, NBCT, BOD Vice Chair, Center for Teaching QualityJust Teaching is a must read for any teacher looking to build a strong classroom community where all voices are heard, students connect with the teacher and with each other, and take control of their learning. This book is needed today. In the state of our current world, students may feel more disconnected from each other face-to-face than ever. The truth is that no matter how much the teaching profession changes and evolves, the students who sit in front of us just want us to connect with and understand them. In this book, Jonathan Eckert brings us back to the heart and soul of teaching and how to rehumanize the classroom experience. -- Serena Pariser, Author, Answers to Your Biggest Questions About Creating a Dynamic ClassroomAt a time when parents are more engaged than ever in their children’s education, Eckert offers practical strategies that parents and educators alike can embrace to help each child thrive in school. This book builds on its foundational advice to center love and relationships in a student’s academic journey, and it models those central elements through anecdotes, tools, and resources to help students meet their goals. -- Jocelyn Pickford, Senior Affiliate, HCM StrategistsJonathan Eckert is one of my go-to sources of wisdom, as I have grown to trust him deeply by observing how he leads his family, his classroom, and his fellow faculty. He is an educator of educators. If you have been challenged by the new landscape of education, you will find an incredible guide in Jonathan Eckert and this much-needed resource! Please read it and share it with everyone in your field. -- Jonathan Pokluda, Bestselling author, host of the Becoming Something podcast, and lead pastor of Harris CreekThis book reminds me so much of the work of Marva Collins and Gloria Ladson-Billings, two of my greatest SHEroes. Both felt that teaching was beyond curriculum, but it was a work of the heart. Teaching involves the heart of the teacher connecting with the heart of each student they may encounter. Jonathan Eckert’s book provides a very practical way for all teachers to learn the skill of seeing each student for who they are and reaching them where they are, so that the classroom becomes a cocoon for all children to develop into beings who can soar to the greatest heights. -- Anika Prather, Director of High Quality Curriculum and Instruction at the Institute for Education Policy at Johns Hopkins University and Lecturer at Howard UniversityJust Teaching is refreshingly honest, clear, and heart centered. Reading Jonathan Eckert’s stories and using his tools is an opportunity for all of us to bring joy back into the classroom. Just Teaching simplifies the complex issues so we can focus on what is most essential to our well-being and the success of our students. -- Carol Pelletier Radford. Author, Teaching With Light: Ten Lessons for Finding Wisdom, Balance, and InspirationStudent engagement is critical to learning but too many students are disengaged, and studies show an alarming drop in student engagement in advanced grade levels. Jonathan Eckert combines a thoughtful analysis of the root causes of this challenge with highly practical solutions for educators to be more successful in connecting with and engaging each individual student. Eckert shares a compelling vision for educators, parents, and leaders at the system level to better support and engage each individual student in their learning journey. -- Kristan Van Hook, Senior Vice President of Policy at the National Institute for Excellence in TeachingTable of ContentsPrologue Chapter 1: Each Before All Part 1: Wellbeing Chapter 2: Maslow Before Bloom Chapter 3: Humans Before Outcomes Part 2: Engagement Chapter 4: Cs Before As Chapter 5: Inviting Before Demanding Part 3: Feedback Chapter 6: Habits Before Goals Chapter 7: Feedback Before Grades Part 4: Thriving Chapter 8: Growing Giants Epilogue: Focus On What′s Essential References

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Book SynopsisTransform your grading and assessment practices into powerful tools for student successWhen we implement a grading system that prioritizes completion and compliance and penalizes students who take risks, wedisruptthe learning journeynot further it. It's time to align how we grade with what we know from research works best and help move learning forward for all students.Grading Visible Learnersprovides educators with practical solutions for improving grading approaches, actions, and practices as well as concrete tools and strategies teachers and collaborative teams can adapt and use in their classrooms and schools right away. Inside you'll find Traits to promote in students so they can drive their own learning Examples of grading and feedback actions that foster assessment capability in students Tools, templates, and work samples to help you improve your grading practices Guidance on how to promote goal-setting as well as help teachers and students view grades as feedback rather than an ending point in the learning journey Multiple ways for students to show growth and progress In this hands-on guidebook,you will discover how to best impact learning and ensure that grading serves as a constructive tool and conduit to maximizing impact on student learning rather than a hindrance to student success.

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Book SynopsisAn ideal reference guide to introducing the IB Diploma in your school.

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Book SynopsisLanguage tests play pivotal roles in education, research on learning, and gate-keeping decisions. The central concern for language testing professionals is how to investigate whether or not tests are appropriate for their intended purposes. This book introduces an argument-based validity framework to help with the design of research that investigates the validity of language test interpretation and use. The book presents the principal concepts and technical terms, then shows how they can be implemented successfully in practice through a variety of validation studies. It also demonstrates how argument-based validity intersects with technology in language testing research and highlights the use of validity argument for identifying research questions and interpreting the results of validation research. Use of the framework helps researchers in language testing to communicate clearly and consistently about technical issues with each other and with researchers of other types of tests.Trade Review'Most research building on the framework of validity arguments has been driven by large-scale standardized testing practices. Carol and Erik invite us to listen in the case narratives of validity arguments from classrooms, local institutions, and technology-rich assessment platforms.' Eunice Jang, Professor, Ontario Institute for Studies in Education, University of Toronto'This book is both tightly focused on the principles of argument-based language test validation and yet wide-ranging in its attention to different contexts in which validation is undertaken, including the use of technology in test development, delivery, and scoring. After a cogent introduction to the theory of validity argument, each chapter focuses on one or two aspects of the procedure so that by the end, readers have a clear understanding of this complex but highly effective approach to language test validation. Danny Douglas, Professor Emeritus, Applied Linguistics, Iowa State University'Most research building on the framework of validity arguments has been driven by large-scale standardized testing practices. Carol and Erik invite us to listen in the case narratives of validity arguments from classrooms, local institutions, and technology-rich assessment platforms.' Eunice Jang, Professor, Ontario Institute for Studies in Education, University of Toronto'Validity Argument in Language Testing is a much-needed resource for researchers, graduate students, and practitioners learning the intricacies of the argument-based approach to validation in language testing. The highly experienced editors have drawn together a successful combination of theoretical grounding and example studies focusing on various aspects of the approach. The book will be a valuable resource for many generations of language assessors.' Ute Knoch, Director of the Language Testing Research Centre and Associate Professor in Language Assessment, University of Melbourne'This volume provides important insights into the utility of an argument-based approach to validity. Case studies representing a range of tests, contexts and validation methods provide fertile ground to explore the benefits, and limits, of an argument-based approach. This collection will appeal to anyone keen to learn about the application of validity theory in concrete language testing situations.' Luke Harding, Professor in English Language and Linguistics, Lancaster UniversityTable of Contents1. Introduction to Validity Argument in Language Testing and Assessment Carol A. Chapelle, Erik Voss; 2. Understanding Argument-based Validity in Language Testing Carol A. Chapelle, Hye-won Lee; 3. A Systematic Review of Argument-based Validation Studies in the Field of Language Testing (2000–2018) Ahmet Dursun, Zhi Li; 4. Domain Definition Inference for a Virtual Interactive Aviation English Test (VIAET) for Military Air Traffic Controllers Moonyoung Park; 5. Support for the Evaluation Inference: Investigating Conditions for Rating Responses on a Test of Academic Oral Language Hyejin Yang; 6. Generalization Inference for a Computer-mediated Graphic-prompt Writing Test for ESL Placement YunDeok Choi; 7. The Telephone Standard Speaking Test: an Outside Evaluator's Investigation of a Rebuttal to the Generalization Inference Rie Koizumi; 8. The Explanation Inference for a Test of Academic English Collocational Ability Erik Voss; 9. Extrapolation of the Meaning of Grades on Writing Tasks in an ESL Writing Class to Success on Tasks in University Courses Jooyoung Lee; 10. Justifying the Interpretation and Use of an ESL Writing Final Examination Heesung Jun; 11. An Argument for Use of a Test of Productive Grammatical Ability for Placement into Writing Classes Yoo-Ree Chung; 12. Investigating the Consequences of an ESL Placement Test Zhi Li; 13. Validation Research and its Limits Carol A. Chapelle, Erik Voss.

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Book SynopsisMeet calls for increased quality and understand accreditation expectations Author Linda Suskie is internationally recognized for her work in higher education assessment, and she is a former vice president of a major regional accreditor. In Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability in Higher Education she provides a simple, straightforward model for understanding and meeting the calls for increased quality in higher education ever-present in today''s culture. Whether your institution is seeking accreditation or not, the five dimensions she outlines will help you to identify ways to improve institutional quality and demonstrate that quality to constituents. For those wading through the accreditation process, which has become more difficult in recent years due to increasing regulation and pressure for greater accountability, Suskie offers expert guidance on understanding the underlying principles of the expectations of acTable of ContentsList of Tables and Exhibits ix List of Jargon Alerts xi List of Acronyms xv Foreword xix Preface xxv Acknowledgments xxxi About the Author xxxiii Introduction: Today’s Quality Context 1 1. Why Is American Higher Education Under Fire? 3 2. Understanding American Accreditation 11 3. Quality: Committing to Excellence 25 4. Why Is This So Hard? 35 Dimension I: A Culture of Relevance 49 5. Integrity: Doing the Right Thing 51 6. Stewardship: Ensuring and Deploying Resources Responsibly 59 Dimension II: A Culture of Community 75 7. A Community of People 77 8. Leadership Capacity and Commitment 89 Dimension III: A Culture of Focus and Aspiration 97 9. Purpose: Who Are You? Why Do You Exist? 99 10. Goals and Plans: Where Are You Going? How Will You Get There? 107 11. Who Is a Successful Student? 119 12. Helping Students Learn and Succeed 129 Dimension IV: A Culture of Evidence 145 13. Gauging Success 147 14. Good Evidence Is Useful 161 15. Setting and Justifying Targets for Success 167 16. Transparency: Sharing Evidence Clearly and Readily 177 Dimension V: A Culture of Betterment 189 17. Using Evidence to Ensure and Advance Quality and Effectiveness 191 18. Sustaining a Culture of Betterment 197 Conclusion: Integrating and Advancing the Five Dimensions of Quality 209 19. Demonstrating Quality to Accreditors 211 20. Program Reviews: Drilling Down into Programs and Services 229 21. Where Do We Go from Here? A Six-Point Agenda for Ensuring and Advancing Quality 239 References 249 Index 265

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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

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Book SynopsisA comprehensive expansion to the essential higher education assessment text This second edition of Assessment Essentials updates the bestselling first edition, the go-to resource on outcomes assessment in higher education.Table of ContentsList of Exhibits and Figures xiii Foreword xv Jillian Kinzie Preface xix About the Authors xxiii 1. Defining Assessment 1 Some Definitions 1 Pioneering in Assessment 3 Quality Assurance: An International Perspective 7 Assessment Purposes 9 Values and Guiding Principles 11 2. The Essentials of Assessment 15 Planning Effective Assessment 16 Engaging Stakeholders • Establishing Purpose • Designing a Thoughtful Approach to Assessment Planning • Creating a Written Plan • Timing Assessment Implementing Effective Assessment 22 Providing Leadership • Selecting or Designing Data Collection Approaches • Providing Resources • Educating Faculty and Staff • Assessing Resources and Processes as Well as Outcomes • Sharing Findings Improving and Sustaining Assessment 31 Obtaining Credible Evidence • Ensuring the Use of Assessment Findings • Reexamining the Assessment Process Additional Thoughts 36 3. Engaging Faculty and Students in Assessment 39 Involving Faculty in Assessment 41 Faculty Responsibility • Assessment Resources for Faculty • Faculty Rewards • Maximizing the Role of Faculty and Faculty Acceptance • Some Stumbling Blocks in Understanding Assessment • The Nature of Resistance Involving Students in Assessment 54 Student Responsibility • Resources for Students • Student Rewards • Maximizing Student Acceptance of Assessment Acting with Integrity 63 4. Setting Expectations and Preparing to Select Measures 65 Intentions for Learning: Goals, Objectives, Outcomes 65 Defining Terms • Learning Taxonomies Developing Statements of Expectations 69 Statement Content • Curriculum Maps • Using Matrices and Other Tools Selecting Methods and Approaches 73 Inventories of Existing Activities • Developing Criteria for Choosing Methods • An Overview of Methods • Use of Existing Information • Locally Developed versus Commercial Measures • Comparing Potential Methods to Criteria Designing Instruments 85 Recognizing the Uniqueness of Designing Instruments for Assessment • Enlisting Help from Campus Experts • Enhancing Instrument Reliability and Validity Determining Approaches for Implementation 87 Research Strategies • Identifying Eligible Participants • Sampling and Sample Size Putting Everything Together 91 5. Using Direct Measures 93 Using Classroom Assignments for Outcomes Assessment 93 Performance Assessment 95 Types of Performance Assessment • Using Performance Measures for Outcomes Assessment • Designing Effective Assignments Rubrics 100 VALUE Rubrics • Some Rubric Issues Aggregating Assessment Results in and across Courses 104 Using Objective Tests for Outcomes Assessment 105 Advantages and Disadvantages of Objective Tests • Developing Good Tests and Writing Good Items • Implications for Students Electronic Portfolios 110 Using E-Portfolios for Outcomes Assessment • Choices for E-Portfolios • Student Reflection • Scoring • Resources and Training • Feedback • Impact on Students • Using Results • Developing E-Portfolios • Appeal of Portfolios and Some Cautions 6. Using Indirect Assessment Methods 121 Using Surveys in Assessment 121 Topics for Assessment Surveys • Selecting and Using Various Target Groups • Response Types and Scales • Writing Survey Questions • Questionnaire Administration • National Surveys for Assessment Using Focus Groups in Assessment 132 Topics, Target Groups, and Participants • The Moderator’s Role • Developing Questions and Summarizing Results • Other Considerations Additional Indirect Methods 136 Interviews • Written Materials • Documents and Records Qualitative versus Quantitative Approaches 141 Classroom Assessment Techniques 142 7. Assessing Learning in the Major 145 Capstone Experiences and Courses 146 Capstone Experiences • Capstone Courses Portfolios 150 Experiential Education 152 Internships • Service-Learning • Applied Projects Group Work and Team-Building Skills 160 Employer Involvement 162 Employers as Assessors • Employers as Advisors • Employer Surveys Intentional Learning 165 8. Assessing Learning in General Education 167 The Nature of General Education 167 Assessment Choices and Issues 170 Agreeing on Program Purposes and Learning Objectives • Selecting an Assessment Approach for General Education • Generating, Reporting, and Using Results Using Commercial Instruments and the Voluntary System of Accountability 175 Assessing Specific Aspects of General Education 178 Critical Thinking and Problem Solving • Writing • Information Literacy • Oral Communication • Ethical Reasoning • Values and Attitudes The Degree Qualifications Profile 189 Assessing General Education Outcomes within the Major 190 9. Assessing Student Learning and Program Effectiveness in Student Affairs 193 Foundations for Assessment in Student Affairs 193 Mission, Goals, and Objectives 197 Goals and Objectives • Mapping Outcomes Leadership and Preparation for Assessment in Student Affairs 199 Committees, Offices, and Assessment Teams • Resources and Training Assessment Frameworks, Models, and Diagrams 204 Assessment Plans and Methods 205 Planning Templates and Guides • Methods Reporting and Sharing Results 208 Reporting Templates • Evaluating Reports • Communicating Results Ethical Behavior 210 Improving Assessment 212 Rewards for Assessment 212 10. Analyzing, Reporting, and Using Assessment Results 215 Helping Faculty and Staff Use Their Assessment Results 215 Encouraging Reflection and Collaboration • Providing Mentors • Sharing Materials • Communicating about How Assessment Results Have Been Used • Linking Assessment Results to Important Processes Assessment Reporting by Departments and Programs 221 Outcomes • Methods • Findings • Action Plans • Follow-Up • Closing the Loop • Reflections on the Process Summarizing Reports 225 Managing Data 226 Assessing Unit Reports 226 Making the Process Transparent 228 Institutional Assessment Reporting 229 Theme Reports • Extracts for Colleges and Departments • Oral Reports • Comprehensive Reports • Institutional Data and Dashboards Analyzing Assessment Information 234 Descriptive and Comparative Information • Impact of Various Response Scales on Analysis • Qualitative Analysis • Multivariate Analysis • Data Mining and Learning Analytics Displaying Results 239 Other Considerations 240 11. Assessing Institutional Effectiveness 241 Linking Assessment and Institutional Planning: An Example 242 Organizing to Assess Institutional Effectiveness 245 Assessment Leaders • Assessment Committees • Leadership in Units • Central Offices Planning and Institutional Improvement at IUPUI 248 Testing Center • Office of Institutional Effectiveness • Office of Institutional Research • Office of Program Review • Office of the Economic Model Administering an Assessment Plan 252 Planning Levels • Using Assessment Information • Assessing and Facilitating Assessment Considering Costs 258 Linking Assessment to Other Valued Processes 259 12. Summing Up 263 A Time of Transition 263 Current Practice 265 Purposes • Assessment Approaches • Stakeholder Involvement • Technology Continuing Challenges 268 Assessment’s Effect on Individual Students • Alternative Ways to Credential Students • Sharing Assessment Information and Results • Assessment Costs and Benefits • Finding a Home for Assessment • Creating a Culture of Assessment References 279 Name Index 311 Subject Index 317

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Book SynopsisAmerican higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning.Table of ContentsPreface ix Acknowledgments xvii About the Authors xix 1. From Compliance to Ownership: Why and How Colleges and Universities Assess Student Learning 1 Stanley O. Ikenberry and George D. Kuh Part One What Works? Finding and Using Evidence 2. Evidence of Student Learning: What Counts and What Matters for Improvement 27 Pat Hutchings, Jillian Kinzie, and George D. Kuh 3. Fostering Greater Use of Assessment Results: Principles for Effective Practice 51 Jillian Kinzie, Pat Hutchings, and Natasha A. Jankowski 4. Making Assessment Consequential: Organizing to Yield Results 73 Jillian Kinzie and Natasha A. Jankowski Part Two Who Cares? Engaging Key Stakeholders 5. Faculty and Students: Assessment at the Intersection of Teaching and Learning 95 Timothy Reese Cain and Pat Hutchings 6. Leadership in Making Assessment Matter 117 Peter T. Ewell and Stanley O. Ikenberry 7. Accreditation as Opportunity: Serving Two Purposes with Assessment 146 Peter T. Ewell and Natasha A. Jankowski 8. The Bigger Picture: Student Learning Outcomes Assessment and External Entities 160 Jillian Kinzie, Stanley O. Ikenberry, and Peter T. Ewell Part Three What Now? Focusing Assessment on Learning 9. Assessment and Initiative Fatigue: Keeping the Focus on Learning 183 George D. Kuh and Pat Hutchings 10. From Compliance Reporting to Effective Communication: Assessment and Transparency 201 Natasha A. Jankowski and Timothy Reese Cain 11. Making Assessment Matter 220 George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie References 237 Appendix A: NILOA National Advisory Panel 261 Appendix B: NILOA Staff, 2008 to 2014 263 Index 265

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Book SynopsisYour complete certification guide on the path to Oracle Java SE The Oracle Java SE Certification track now consists of three levels Associate (OCA), Professional (OCP), and Master (OCM).Table of ContentsOCA: Oracle Certified Associate Java SE 8 Programmer I Study Guide: Exam 1Z0-808 Introduction xxi Assessment Test xxxi Chapter 1 Java Building Blocks 1 Understanding the Java Class Structure 2 Fields and Methods 2 Comments 4 Classes vs. Files 5 Writing a main() Method 6 Understanding Package Declarations and Imports 9 Wildcards 10 Redundant Imports 11 Naming Conflicts 12 Creating a New Package 13 Code Formatting on the Exam 16 Creating Objects 16 Constructors 17 Reading and Writing Object Fields 18 Instance Initializer Blocks 18 Order of Initialization 19 Distinguishing Between Object References and Primitives 20 Primitive Types 20 Reference Types 24 Key Differences 25 Declaring and Initializing Variables 25 Declaring Multiple Variables 26 Identifiers 27 Understanding Default Initialization of Variables 29 Local Variables 29 Instance and Class Variables 30 Understanding Variable Scope 31 Ordering Elements in a Class 34 Destroying Objects 36 Garbage Collection 36 finalize() 38 Benefits of Java 39 Summary 40 Exam Essentials 41 Review Questions 42 Chapter 2 Operators and Statements 51 Understanding Java Operators 52 Working with Binary Arithmetic Operators 53 Arithmetic Operators 53 Numeric Promotion 55 Working with Unary Operators 57 Logical Complement and Negation Operators 57 Increment and Decrement Operators 58 Using Additional Binary Operators 60 Assignment Operators 60 Compound Assignment Operators 62 Relational Operators 63 Logical Operators 64 Equality Operators 65 Understanding Java Statements 66 The if-then Statement 67 The if-then-else Statement 68 The switch Statement 72 The while Statement 76 The do-while Statement 78 The for Statement 80 Understanding Advanced Flow Control 86 Nested Loops 87 Adding Optional Labels 87 The break Statement 88 The continue Statement 90 Summary 92 Exam Essentials 92 Review Questions 94 Chapter 3 Core Java APIs 101 Creating and Manipulating Strings 102 Concatenation 102 Immutability 104 The String Pool 105 Important String Methods 105 Method Chaining 110 Using the StringBuilder Class 111 Mutability and Chaining 112 Creating a StringBuilder 113 Important StringBuilder Methods 114 StringBuilder vs. StringBuffer 117 Understanding Equality 117 Understanding Java Arrays 119 Creating an Array of Primitives 119 Creating an Array with Reference Variables 121 Using an Array 123 Sorting 124 Searching 125 Varargs 126 Multidimensional Arrays 126 Understanding an ArrayList 129 Creating an ArrayList 129 Using an ArrayList 130 Wrapper Classes 134 Autoboxing 136 Converting Between array and List 136 Sorting 138 Working with Dates and Times 138 Creating Dates and Times 138 Manipulating Dates and Times 142 Working with Periods 145 Formatting Dates and Times 148 Parsing Dates and Times 151 Summary 151 Exam Essentials 152 Review Questions 153 Chapter 4 Methods and Encapsulation 165 Designing Methods 166 Optional Specifiers 168 Return Type 169 Method Name 170 Parameter List 171 Optional Exception List 171 Method Body 171 Working with Varargs 172 Applying Access Modifiers 173 Private Access 173 Default (Package Private) Access 175 Protected Access 176 Public Access 180 Designing Static Methods and Fields 181 Calling a Static Variable or Method 182 Static vs. Instance 183 Static Variables 185 Static Initialization 186 Static Imports 187 Passing Data Among Methods 188 Overloading Methods 191 Creating Constructors 196 Default Constructor 197 Overloading Constructors 199 Final Fields 202 Order of Initialization 202 Encapsulating Data 205 Creating Immutable Classes 207 Writing Simple Lambdas 208 Lambda Example 209 Lambda Syntax 211 Predicates 214 Summary 215 Exam Essentials 216 Review Questions 218 Chapter 5 Class Design 233 Introducing Class Inheritance 234 Extending a Class 235 Applying Class Access Modifiers 237 Creating Java Objects 237 Defining Constructors 238 Calling Inherited Class Members 244 Inheriting Methods 246 Inheriting Variables 257 Creating Abstract Classes 259 Defining an Abstract Class 260 Creating a Concrete Class 262 Extending an Abstract Class 263 Implementing Interfaces 266 Defining an Interface 267 Inheriting an Interface 269 Interface Variables 273 Default Interface Methods 274 Static Interface Methods 278 Understanding Polymorphism 279 Object vs. Reference 281 Casting Objects 282 Virtual Methods 284 Polymorphic Parameters 285 Polymorphism and Method Overriding 287 Summary 288 Exam Essentials 289 Review Questions 291 Chapter 6 Exceptions 299 Understanding Exceptions 300 The Role of Exceptions 300 Understanding Exception Types 302 Throwing an Exception 304 Using a try Statement 305 Adding a finally Block 307 Catching Various Types of Exceptions 309 Throwing a Second Exception 311 Recognizing Common Exception Types 313 Runtime Exceptions 314 Checked Exceptions 317 Errors 317 Calling Methods That Throw Exceptions 318 Subclasses 319 Printing an Exception 321 Summary 323 Exam Essentials 324 Review Questions 325 Appendix A Answers to Review Questions 333 Chapter 1: Java Building Blocks 334 Chapter 2: Operators and Statements 336 Chapter 3: Core Java APIs 339 Chapter 4: Methods and Encapsulation 342 Chapter 5: Class Design 346 Chapter 6: Exceptions 349 Appendix B Study Tips 353 Studying for the Test 354 Creating a Study Plan 354 Creating and Running Sample Applications 355 Taking the Test 359 Understanding the Question 359 Applying Process of Elimination 362 Optimizing Your Time 364 Getting a Good Night’s Rest 366 Index 367 OCP: Oracle Certified Professional Java SE 8 Programmer II Study Guide: Exam 1Z0-809 Introduction xix Assessment Test xxxviii Chapter 1 Advanced Class Design 1 Reviewing OCA Concepts 2 Access Modifiers 2 Overloading and Overriding 4 Abstract Classes 5 Static and Final 6 Imports 6 Using instance of 7 Understanding Virtual Method Invocation 9 Annotating Overridden Methods 11 Coding equals, hashCode, and toString 13 toString 13 equals 15 hashCode 18 Working with Enums 20 Using Enums in Switch Statements 21 Adding Constructors, Fields, and Methods 22 Creating Nested Classes 24 Member Inner Classes 25 Local Inner Classes 27 Anonymous Inner Classes 29 Static Nested Classes 31 Summary 33 Exam Essentials 34 Review Questions 36 Chapter 2 Design Patterns and Principles 47 Designing an Interface 48 Purpose of an Interface 51 Introducing Functional Programming 52 Defining a Functional Interface 53 Implementing Functional Interfaces with Lambdas 55 Applying the Predicate Interface 60 Implementing Polymorphism 61 Distinguishing between an Object and a Reference 63 Casting Object References 64 Understanding Design Principles 66 Encapsulating Data 66 Creating JavaBeans 69 Applying the Is]a Relationship 71 Applying the Has]a Relationship 73 Composing Objects 74 Working with Design Patterns 75 Applying the Singleton Pattern 76 Creating Immutable Objects 82 Using the Builder Pattern 86 Creating Objects with the Factory Pattern 89 Summary 93 Exam Essentials 93 Review Questions 95 Chapter 3 Generics and Collections 103 Reviewing OCA Collections 104 Array and ArrayList 104 Searching and Sorting 105 Wrapper Classes and Autoboxing 106 The Diamond Operator 107 Working with Generics 108 Generic Classes 109 Generic Interfaces 112 Generic Methods 114 Interacting with Legacy Code 114 Bounds 117 Putting It All Together 122 Using Lists, Sets, Maps, and Queues 124 Common Collections Methods 125 Using the List Interface 127 Using the Set Interface 132 Using the Queue Interface 134 Map 138 Comparing Collection Types 140 Comparator vs. Comparable 143 Comparable 143 Comparator 146 Searching and Sorting 150 Additions in Java 8 152 Using Method References 152 Removing Conditionally 154 Updating All Elements 155 Looping through a Collection 155 Using New Java 8 Map APIs 155 Summary 159 Exam Essentials 161 Review Questions 162 Chapter 4 Functional Programming 171 Using Variables in Lambdas 172 Working with Built-In Functional Interfaces 173 Implementing Supplier 174 Implementing Consumer and BiConsumer 175 Implementing Predicate and BiPredicate 177 Implementing Function and BiFunction 178 Implementing UnaryOperator and BinaryOperator 180 Checking Functional Interfaces 181 Returning an Optional 182 Using Streams 185 Creating Stream Sources 188 Using Common Terminal Operations 189 Using Common Intermediate Operations 196 Putting Together the Pipeline 200 Printing a Stream 204 Working with Primitives 205 Creating Primitive Streams 205 Using Optional with Primitive Streams 208 Summarizing Statistics 210 Learning the Functional Interfaces for Primitives 210 Working with Advanced Stream Pipeline Concepts 213 Linking Streams to the Underlying Data 213 Chaining Optionals 214 Collecting Results 217 Summary 223 Exam Essentials 224 Review Questions 226 Chapter 5 Dates, Strings, and Localization 233 Working with Dates and Times 234 Creating Dates and Times 235 Manipulating Dates and Times 241 Working with Periods 244 Working with Durations 247 Accounting for Daylight Savings Time 251 Reviewing the String class 253 Adding Internationalization and Localization 255 Picking a Locale 256 Using a Resource Bundle 258 Formatting Numbers 267 Formatting Dates and Times 270 Summary 273 Exam Essentials 274 Review Questions 276 Chapter 6 Exceptions and Assertions 283 Reviewing Exceptions 284 Exceptions Terminology 284 Categories of Exceptions 285 Exceptions on the OCP 286 Try Statement 288 Throw vs. Throws 289 Creating Custom Exceptions 289 Using Multi-catch 291 Using Try-With-Resources 296 Try-With-Resources Basics 298 AutoCloseable 300 Suppressed Exceptions 302 Putting It Together 305 Rethrowing Exceptions 305 Working with Assertions 308 The assert Statement 308 Enabling Assertions 309 Using Assertions 310 Summary 314 Exam Essentials 315 Review Questions 316 Chapter 7 Concurrency 325 Introducing Threads 327 Distinguishing Thread Types 328 Understanding Thread Concurrency 328 Introducing Runnable 330 Creating a Thread 331 Polling with Sleep 334 Creating Threads with the ExecutorService 335 Introducing the Single-Thread Executor 335 Shutting Down a Thread Executor 337 Submitting Tasks 338 Waiting for Results 340 Scheduling Tasks 345 Increasing Concurrency with Pools 348 Synchronizing Data Access 350 Protecting Data with Atomic Classes 352 Improving Access with Synchronized Blocks 354 Synchronizing Methods 356 Understanding the Cost of Synchronization 357 Using Concurrent Collections 358 Introducing Concurrent Collections 358 Understanding Memory Consistency Errors 359 Working with Concurrent Classes 360 Obtaining Synchronized Collections 365 Working with Parallel Streams 366 Creating Parallel Streams 366 Processing Tasks in Parallel 367 Processing Parallel Reductions 372 Managing Concurrent Processes 377 Creating a CyclicBarrier 377 Applying the Fork/Join Framework 381 Identifying Threading Problems 387 Understanding Liveness 387 Managing Race Conditions 391 Summary 392 Exam Essentials 393 Review Questions 394 Chapter 8 IO 405 Understanding Files and Directories 406 Conceptualizing the File System 406 Introducing the File Class 407 Introducing Streams 411 Stream Fundamentals 411 Stream Nomenclature 412 Common Stream Operations 418 Working with Streams 420 The FileInputStream and FileOutputStream Classes 420 The FileReader and FileWriter classes 424 The ObjectInputStream and ObjectOutputStream Classes 426 The PrintStream and PrintWriter Classes 432 Review of Stream Classes 435 Interacting with Users 437 The Old Way 437 The New Way 438 Summary 442 Exam Essentials 443 Review Questions 445 Chapter 9 NIO.2 453 Introducing NIO.2 454 Introducing Path 455 Creating Paths 456 Interacting with Paths and Files 460 Providing Optional Arguments 461 Using Path Objects 462 Interacting with Files 471 Understanding File Attributes 478 Discovering Basic File Attributes 478 Improving Access with Views 483 Presenting the New Stream Methods 487 Conceptualizing Directory Walking 487 Walking a Directory 488 Searching a Directory 490 Listing Directory Contents 491 Printing File Contents 492 Comparing Legacy File and NIO.2 Methods 494 Summary 495 Exam Essentials 495 Review Questions 497 Chapter 10 JDBC 505 Introducing Relational Databases and SQL 507 Identifying the Structure of a Relational Database 508 Writing Basic SQL Statements 510 Introducing the Interfaces of JDBC 511 Connecting to a Database 513 Building a JDBC URL 513 Getting a Database Connection 515 Obtaining a Statement 518 Choosing a ResultSet Type 519 Choosing a ResultSet Concurrency Mode 520 Executing a Statement 520 Getting Data from a ResultSet 524 Reading a ResultSet 524 Getting Data for a Column 526 Scrolling ResultSet 529 Closing Database Resources 533 Dealing with Exceptions 535 Summary 536 Exam Essentials 537 Review Questions 539 Appendix A Answers to Review Questions 547 Chapter 1: Advanced Class Design 548 Chapter 2: Design Patterns and Principles 550 Chapter 3: Generics and Collections 553 Chapter 4: Functional Programming 556 Chapter 5: Dates, Strings, and Localization 558 Chapter 6: Exceptions and Assertions 560 Chapter 7: Concurrency 561 Chapter 8: IO 565 Chapter 9: NIO.2 568 Chapter 10: JDBC 571 Appendix B Study Tips 575 Studying for the Test 576 Creating a Study Plan 576 Comparing Previous Exams 578 Creating and Running Sample Applications 579 Taking the Test 582 Understanding the Question 582 Taking Advantage of the Exam Software 587 Using the Provided Writing Material 587 Choosing the Best Answer 590 Optimizing Your Time 591 Getting a Good Night’s Rest 593 Appendix C Upgrading from Java 6 or Earlier 595 Enhancing the Java Language 596 Using the Diamond Operator 596 Creating Literals 597 Making Decisions with Switch 598 Formatting and Parsing 603 Using DecimalFormat Flags 603 Using DateFormat 603 Formatting 604 Parsing 605 Custom Date Formats 606 Applying Locks 607 Understanding the Lock Framework 607 Using a ReentrantLock 610 Understanding Read/Write Locks 614 Using a ReentrantReadWriteLock 615 Working with Directories 617 Traversing Directories 618 Monitoring a Directory for Changes 625 Summary 633 Exam Essentials 633 Review Questions 635 Answers to Practice Test 645 Index 649

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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

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Book SynopsisAssessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience;new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addiTable of ContentsList of Tables vii List of Lists ix List of Figure xiii List of Exhibits xv Preface to the Third Edition xix Introduction 1 Part 1 Understanding Assessment Chapter 1 What Is Assessment? 7 Chapter 2 The Many Settings for Student Learning and Assessment 15 Chapter 3 What Are Effective Assessment Practices? 23 Part 2 Laying a Foundation for Assessment Success Chapter 4 Learning Goals: Articulating What You Most Want Students to Learn 39 Chapter 5 Designing Curricula to Help Students Learn What’s Important 63 Chapter 6 How Will Your Evidence of Student Learning be Used? 85 Chapter 7 Planning Assessments in Academic Programs 93 Chapter 8 Planning Assessments in General Education, Co-curricula, and Other Settings 105 Part 3 Building a Pervasive, Enduring Culture of Evidence and Betterment Chapter 9 Guiding and Coordinating Assessment Efforts 117 Chapter 10 Helping Everyone Learn What to Do 127 Chapter 11 Supporting Assessment Efforts 139 Chapter 12 Keeping Assessment Cost-Effective 149 Chapter 13 Collaborating on Assessment 165 Chapter 14 Valuing Assessment and the People Who Contribute 175 Part 4 The Assessment Toolbox Chapter 15 Designing Rubrics to Plan and Assess Assignments 189 Chapter 16 Creating Effective Assignments 205 Chapter 17 Writing Multiple-Choice and Other Objective Tests 215 Chapter 18 Assembling Evidence of Student Learning into Portfolios 235 Chapter 19 Selecting Published Instruments 245 Chapter 20 Other Assessment Tools 259 Chapter 21 Assessing the Hard-to-Assess 273 Part 5 Understanding and Using Evidence of Student Learning Chapter 22 Setting Meaningful Standards and Targets 287 Chapter 23 Summarizing and Storing Evidence of Student Learning 305 Chapter 24 Analyzing Evidence of Student Learning 319 Chapter 25 Sharing Evidence of Student Learning 333 Chapter 26 Using Evidence of Student Learning to Inform Important Decisions 355 References 367 Index 377

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Book SynopsisTable of Contents1 Introduction 1 I. What is the GMAT™ Official Advanced Questions? 3 II. Who should use the GMAT™ Official Advanced Questions? 3 III. How should I use the GMAT™ Official Advanced Questions? 3 2 Quantitative Reasoning 5 Practice Questions 6 Answer Key 42 Answer Explanations 46 a. Problem Solving 46 i. Counting/Sets/Series 46 ii. Equalities/Inequalities/Algebra 54 iii. Geometry 64 iv. Rates/Ratio/Percent 70 v. Value/Order/Factors 76 b. Data Sufficiency 84 i. Counting/Sets/Series 84 ii. Equalities/Inequalities/Algebra 92 iii. Geometry 108 iv. Rates/Ratio/Percent 122 v. Value/Order/Factors 128 3 Verbal Reasoning 141 Practice Questions 142 Answer Key 198 Answer Explanations 202 a. Reading Comprehension 202 b. Critical Reasoning 234 i. Analysis/Critique 234 ii. Construction/Plan 260 c. Sentence Correction 282 i. Communication 282 ii. Grammar 302 Appendix Answer Sheet 315 GMAT™ Official Advanced Questions Online Index 321

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Book SynopsisEducational Testing & Measurement Revised and updated edition of the reader-friendly, classroom-relevant introduction to testing and assessment, designed for educators to meet today's challenges in measuring student progress Educational Testing and Measurement, Twelfth Edition, is a revised and updated practical resource that will enhance assessment literacy to help prepare current and prospective teachers to navigate today's changing world of educational testing and assessment. It describes the classroom impact of national and key state-level policy changes that drive the ongoing changes in the usage of both teacher-made and standardized tests and assessments. Expanding on previous editions, the book: Explains test and measurement content in a nonintimidating and unique manner Clarifies how formative assessment can help integrate instruction and assessment on a day-day basis in the classroom, and the roles of interim/benchmark and Table of ContentsChapter 1 An Introduction to Contemporary Educational Testing, Assessment, and Measurement 1 Tests and Assessments: Their Potential 2 Test, Assessment, or Assessment Process? 3 Is It a Test or an Assessment? 3 The Assessment Process 4 Tests are Only Tools: A Video Beats a Photo 5 Why We Developed This Text: Improving Assessment Literacy and Enhancing Test Usefulness 6 Assessment Literacy 6 Enhancing Test Usefulness 7 Technical Adequacy (Is It Well-constructed?) 7 Test User Competency 9 Matching the Test’s Intended Purposes: Specific Content and Timing (Summative, Formative and Interim Assessments) 9 Matching the Test to the Population 13 Test Results and Diversity Considerations 15 Types of Tests/Assessments 16 Objective, Essay, and Performance/Portfolio Tests/Assessments 16 Teacher-Made and Standardized Tests 17 Norm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 18 Curriculum-Based Measurements (CBMs) 18 Effects on the Classroom Teacher 19 About the Text 21 What If You Are “No Good in Math”? 22 Summary 22 For Discussion and Practice 23 Chapter 2 National Developments: Impact on Classroom Assessment and Measurement 24 COVID-19: Impact on K–12 Education 26 Federal and State Education Initiatives: A Brief Review 26 Education Reform Initiatives 27 Regular Education Reform 27 Special Education Reform 29 Regular and Special Education Reform Merge: IDEIA, NCLB and ESSA 30 Standards-Based Reform 31 Current Status of the Common Core State Standards (ccss) 34 Updates About Other Trends 34 Online and Computer-Adaptive Achievement Testing and COVID–19 35 Globalization and International Competitiveness 36 Competency Testing for Teachers 36 Teacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 37 Increased Interest from Professional Groups 38 A Professional Association–Book Publisher Information Initiative 38 Summary 39 For Discussion and Practice 40 Chapter 3 the Whole Child, Mtss, and Rti 42 What Is the “Whole Child” Approach? 43 What Is MTSS? 44 The Three Tiers of MTSS 44 What Is the History of MTSS? 46 Is MTSS Just Another Fad? 46 What Is RTI? 47 How New Is RTI? 47 How Is RTI Supposed to Help Students and Schools? 48 RTI Definitions, Components, and Approaches 49 RTI Definitions 49 RTI Components 49 Examples: Progress Monitoring with CBM Probes 53 RTI Approaches 55 Standard Protocol Approach (SP) 55 Problem-Solving Approach (PS) 56 Some Potential Benefits of RTI 56 RTI: The Promise and Some Controversies 57 Technical Issues: Reliability, Validity Evidence, and Fairness 58 Implementation Issues 58 Summary 59 For Discussion and Practice 61 Chapter 4 Why and How We Test: Educational Decision Making 62 Assessment, Accountability, and the Classroom Teacher 64 Formative and Summative Assessments: Special Learners in the Regular Curriculum 64 Types of Educational Decisions 66 Instructional Decisions 66 Grading and Marking Decisions 66 Diagnostic Decisions 67 Selection Decisions 68 Placement Decisions 68 Counseling and Guidance Decisions 68 Program or Curriculum Decisions 68 Administrative Policy Decisions 68 HowWeMeasure:APinchofSalt 69 “Pinching” in the Classroom 70 “What” to Measure: The Purpose of Testing 71 How to Measure 72 Written Test Varieties 72 Summary 73 For Discussion and Practice 74 Chapter 5 Norm- and Criterion-referenced Tests, Content Validity Evidence and Goals And Objectives 75 Norm-Referenced and Criterion-Referenced Tests 76 What Type of Information Do You Need? 76 What Is the Problem? 78 Comparing NRTs and CRTs 80 Differences In The Construction of NRTs and CRTs 81 NRTs, CRTs, and Linguistic and Cultural Diversity 81 NRTs, CRTs, and Validity Evidence 83 A Three-Stage Model of Classroom Measurement 84 Why Objectives? Why Not Just Write Test Items? 85 Where Do Goals Come From? 87 Behavioral and Expressive Objectives and General Goals 88 Can Instructional Objectives Make a Teacher’s Job Easier? 90 Summary 92 For Discussion and Practice 93 Chapter 6 Assessing Learning Outcomes 95 Writing Instructional Objectives 96 Identifying Learning Outcomes 96 Identifying Observable and Directly Measurable Learning Outcomes 97 Stating Conditions 98 Stating Criterion Levels 98 Keeping It Simple and Straightforward 99 Matching Test Items to Instructional Objectives 100 Taxonomy of Educational Objectives 102 Cognitive Domain 102 Affective Domain 105 The Psychomotor Domain 107 The Test Blueprint 108 Content Outline 109 Categories 110 Number of Items 110 Functions 111 Summary 112 For Discussion and Practice 113 Chapter 7 Writing Objective Test Items 115 Which Format? 116 True–False Items 117 Suggestions for Writing True–False Items 119 Matching Items 120 Faults Inherent in Matching Items 120 Suggestions for Writing Matching Items 123 Multiple-Choice Items 123 Higher-Level Multiple-Choice Questions 128 Suggestions for Writing Multiple-Choice Items 132 Completion Items 132 Suggestions for Writing Completion Items 134 Gender and Racial/Ethnic Bias in Test Items 135 Guidelines for Writing Test Items 136 Advantages and Disadvantages of Different Objective Item Formats 137 True–False Tests 137 Matching Tests 138 Multiple-Choice Tests 138 Completion Tests 138 Summary 139 For Discussion and Practice 139 Chapter 8 Writing Essay Test Items 141 What Is An Essay Item? 142 Essay Items Should Measure Complex Cognitive Skills or Processes 143 Essay Items: Extended or Restricted Response 144 Examples of Restricted Response Essays 145 Pros and Cons of Essay Items 147 Advantages of the Essay Item 147 Disadvantages of the Essay Item 147 Suggestions for Writing Essay Items 148 Scoring Essay Questions 149 Scoring Extended Response and Higher-Level Questions 151 General Essay Scoring Suggestions 155 Assessing Knowledge Organization 156 Open-Book Questions and Exams 158 Some Open-Book Techniques 159 Guidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 162 Summary 163 For Discussion and Practice 164 Chapter 9 Performance-based Assessment 165 Debriefing 217 Debriefing Guidelines 217 The process of Evaluating Classroom Achievement 218 Summary 219 For Discussion and Practice 221 Performance Tests: Direct Measures of Competence 166 Performance Tests Can Assess Processes and Products 166 Performance Tests Can Be Embedded in Lessons 167 Performance Tests Can Assess Affective and Social Skills 167 Developing Performance Assessments for Your Learners 169 Step 1: Deciding What to Test 169 Step 2: Designing the Assessment Context 171 Step 3: Specifying the Scoring Rubrics 174 Step 4: Specifying Testing Constraints 179 A Final Word 180 Summary 181 For Discussion and Practice 182 Chapter 10 Portfolio Assessment 183 What Is a Portfolio? 184 Purposes for the Portfolio 184 Ensuring the Validity Evidence of the Portfolio 185 Developing Portfolio Assessments 186 Step 1: Deciding on the Purposes for a Portfolio 186 Step 2: Identifying Relevant Skills and Dispositions 186 Step 3: Deciding Who Will Plan the Portfolio 186 Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 187 Step 5: Building the Portfolio Rubrics 188 Step 6: Developing a Procedure to Aggregate All Portfolio Ratings 193 Step 7: Determining the Logistics 194 Summary 197 For Discussion and Practice 198 Chapter 11 Administering, Analyzing, And Improving Teacher-made Tests 199 Assembling, Administering, and Scoring the Test 200 Packaging the Paper-and-Pencil or Online Test 200 Check Test Directions 201 Proofread the Test 202 Reproducing the Test 202 Administering the Test 202 Scoring the Test 204 Analyzing the Test 205 Quantitative Item Analysis 205 Qualitative Item Analysis 212 Item Analysis Modifications for the Criterion-Referenced Test 212 Chapter 12 Marks and Marking Systems 222 What Is the Purpose of a Mark? 223 Why Be Concerned about Marking? 223 What Should a Mark Reflect? 223 Marking Systems 225 Types of Comparisons 225 Types of Symbols 229 Combining and Weighting The Components of a Mark 230 Who Is the Better Teacher? 231 Combining Grades into a Single Mark 232 Practical Approaches to Equating Before Weighting in the Busy Classroom 235 Front-End Equating 235 Back-End Equating 237 Summary 238 For Discussion and Practice 239 Chapter 13 Summarizing Data and Measures Of Central Tendency 240 What Are Statistics? 241 Why Use Statistics? 242 Tabulating Frequency Data 242 The List 243 The Simple Frequency Distribution 244 The Grouped Frequency Distribution 245 Steps in Constructing a Grouped Frequency Distribution 246 Graphing Data 248 The Bar Graph, or Histogram 249 The Frequency Polygon 250 The Smooth Curve 252 Measures of Central Tendency 255 The Mean 255 The Median 257 The Mode 261 The Measures of Central Tendency in Various Distributions 262 Summary 264 For Discussion and Practice 265 Chapter 14 Variability, the Normal Distribution, and Converted Scores 267 The Range 268 The Semi-Interquartile Range (SIQR) 269 The Standard Deviation 270 The Deviation Score Method for Computing the Standard Deviation 273 The Raw Score Method for Computing the Standard Deviation 274 The Normal Distribution 276 Properties of the Normal Distribution 277 Converted Scores 279 z-Scores 282 T-Scores 286 Summary 287 For Discussion and Practice 287 Chapter 15 Correlation 289 The Correlation Coefficient 291 Strength of a Correlation 291 Direction of a Correlation 291 Scatterplots 292 Where Does r Come From? 294 Causality 295 Other Interpretive Cautions 296 Summary 299 For Discussion and Practice 300 Chapter 16 Validity Evidence 301 Establishing Validity Evidence: Contrasting Approaches 302 Do We Have to Evaluate Validity Evidence? 303 When Should Validity Evidence Be Evaluated? 303 Types of Validity Evidence 304 Content Validity Evidence 304 Criterion-Related Validity Evidence 305 Construct Validity Evidence 307 What Have We Been Saying? A Review 307 Interpreting Validity Coefficients 310 Content Validity Evidence 310 Concurrent and Predictive Validity Evidence 310 Summary 314 For Discussion and Practice 315 Chapter 17 Reliability 316 Methods of Estimating Score Reliability Evidence 317 Test–Retest or Stability 317 Alternate Forms or Equivalence 318 Internal Consistency 318 Interpreting Reliability Coefficients 321 Summary 324 For Discussion and Practice 325 Chapter 18 Accuracy and Error 327 Error—What Is It? 328 The Standard Error of Measurement 329 Using the Standard Error of Measurement 330 More Applications 333 Standard Deviation or Standard Error of Measurement? 335 Why All the Fuss About Error? 336 Error Within Test-Takers 336 Error Within the Test 336 Error in Test Administration 337 Error in Scoring 337 Sources of Error Influencing Various Reliability Coefficients 338 Test–Retest 338 Alternate Forms 338 Internal Consistency 339 Band Interpretation 340 Steps: Band Interpretation 341 List Data 341 Determine S m 341 Add and Subtract S m 341 Graph the Results 341 Interpret the Bands 342 AFinalWord 344 Summary 344 For Discussion and Practice 346 Chapter 19 Standardized Tests 347 Standardized, High-Stakes Testing: A Brief History 348 What Is a Standardized Test? 349 Do Test Stimuli, Administration, and Scoring Have to Be Standardized? 350 Standardized Testing: Effects of Accommodations and Alternative Assessments 351 Uses of Standardized Achievement Tests 352 Will Performance and Portfolio Assessment Make Standardized Tests Obsolete? 352 Administering Standardized Tests 353 Types of Scores Offered for Standardized Achievement Tests 355 Grade Equivalents 355 Age Equivalents 356 Percentile Ranks 357 Standard Scores 357 Advantages and Disadvantages of Standard or Scale Scores 359 The Norms Table 359 Interpreting a Norms Table 360 Summary 362 For Discussion and Practice 363 Chapter 20 Interpreting Summative Standardized Test Scores 365 Test-Related Factors That Affect Interpretation 366 Does the Test Have Acceptable Score Reliability and Criterion-related Validity Evidence? 366 Does the Test Have Content Validity Evidence? 367 Is the Norm Group an Appropriate Match to Your Class? 367 Were Standardized Administration Procedures Followed? 368 Student-Related Factors That Affect Interpretation 369 Linguistic and Cultural 369 Age, Gender, and Development 370 Motivational 371 Emotional State on the Test Day 371 Disabilities 371 Aptitude 371 Aptitude–Achievement Discrepancies 374 Interpreting Standardized Tests: Parent–Teacher Conferences and Educational Decision Making 377 An Example: Pressure to Change an Educational Placement 377 Interpreting Standardized Tests: Score Reports From Publishers 381 More Examples: Interpreting Reports from Test Publishers 387 Scenario #1: Based on Figure 20.5 387 Scenario #2: Based on Figure 20.6 387 Authors’ Responses 387 Summary 389 For Discussion and Practice 389 Chapter 21 Types of Standardized Tests 391 Summative Standardized Achievement Tests 392 Achievement Test Batteries, or Survey Batteries 393 Single-Subject Achievement Tests 394 Diagnostic Achievement Tests 394 Standardized Academic Aptitude Tests 394 The History of Academic Aptitude Testing 395 Stability of IQ Scores 396 What Do IQ Tests Predict? 396 Individually Administered Academic Aptitude Tests 397 Group-Administered Academic Aptitude Tests 398 Standardized Personality Assessment Instruments 398 What Is Personality? 399 Objective Personality Tests 400 Projective Personality Tests 401 Summary 401 For Discussion and Practice 402 Chapter 22 In the Classroom: a Summary Dialogue 403 Part 1: The New Teacher and the Experienced Teacher 403 Part 2: Another Experienced Teacher Joins in 407 Part 3: The Principal Joins in 408 Appendix a Math Skills Review A- 1 Appendix B Answers for Discussion Or Practice Questions A- 7 References R- 1 Index I- 1

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Book SynopsisIn this volume prominent scholars from both psychology and education describe how these new rules of measurement work and how they differ from the old rules. Several contributors have been involved in the recent construction or revision of a major test, while others are well-known for their theoretical contributions to measurement. The goal is to provide an integrated yet comprehensive reference source concerned with contemporary issues and approaches in testing and measurement.Trade Review"Embretson and Hershberger have marshaled an impressive platoon of IRT and measurement experts whose chapters spark the imagination and challenge the ranks of measurement educators to do more than they have....It will remind you why you became interested in psychological measurement in the first place....this is overall a thoughtful and thought-provoking book."—Personnel PsychologyTable of ContentsContents: S.E. Embretson, S.L. Hershberger, Preface. S.E. Embretson, Issues in the Measurement of Cognitive Abilities. R.M. Thorndike, IRT and Intelligence Testing: Past, Present, and Future. M.H. Daniel, Behind the Scenes: Using New Measurement Methods on DAS and KAIT. B.D. Wright, Fundamental Measurement for Psychology. R.W. Woodcock, What Can Rasch-Based Scores Convey About a Person's Test Performance? G.A. Marcoulides, Generalizability Theory: Picking Up Where the Rasch IRT Model Leaves Off? S.L. Hershberger, Introduction to Personality Measurement. J.E. Exner, Jr., The Rorschach: Measurement Concepts and Issues of Validity. N.G. Waller, Searching for Structure in the MMPI. S.P. Reise, Personality Measurement Issues Viewed Through the Eyes of IRT. S.E. Embretson, S.L. Hershberger, Summary and Future of Psychometric Methods in Testing.

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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

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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?

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Book SynopsisFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback.Visible Learning: FeedbackTrade Review"I am an experienced educator whose current work includes supporting classroom teachers to hone their already good practice into excellent habits. As a testament to the user-friendliness of this text, I found myself mentally and literally scribbling notes in the margins, of who with, where and when I could use relevant parts. My copy no doubt will quickly become well-thumbed and dog eared – evidence of a valued resource."— Anne Foale, Australian Council of Educational Leaders"What strikes me about this highly engaging book is the life it breathes into illuminating the power of feedback to influence positive teaching and learning and, indeed, student progress and achievement. With that in mind, Visible Learning: Feedback, by John Hattie and Shirley Clarke, exposes the best possible feedback frameworks... I highly recommend this book."— Professor Vicky Duckworth, inTuition (Society for Education & Training)Table of ContentsIntroduction Acknowledgements Chapter 1 What is feedback? Chapter 2 A feedback culture Chapter 3 Teaching and learning frameworks Chapter 4 The power of in-lesson verbal feedback Chapter 5 Post-lesson feedback Final words Summary graphics Bibliography

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Book SynopsisAchieve Your Best Score!A strong ACT score will still help you stand out to college admissions officers. This guide is the most comprehensive and relevant ACT prep tool on the market. We will help you excel on your exam with: 8 full-length practice tests Access to a robust ACT online platform Realistic practice questionsâjust like the ones on the real ACTâwith thorough answer explanations Exercises that specifically address the concepts tested in all ACT sections, including the paired-passage format of the Reading test, the Essay format (including information on scoring), and hundreds of Math practice questions Expanded answer explanations for the questions students find most challenging Student-tested strategies by expert authors who have prepared thousands of exam takers for success Index of all question types

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Book SynopsisTable of ContentsPart 1: Foundations of Remedial and Clinical Reading Instruction Chapter 1: Basic Concepts and Definitions in Reading Chapter 2: Causes and Correlates of Individual Differences in Reading Part 2: Assessment Chapter 3: Assessment for Identification of Reading Problems Chapter 4: Assessment for Verifying General Reading Levels Chapter 5 Assessment for Identifying Specific Strengths and Weaknesses Part 1 Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses Part 2 Part 3: Instructional Interventions Chapter 7: Important Principles of Instruction for Delayed Readers Chapter 8: Word Recognition and Fluency Chapter 9: Word Identification Chapter 10: Knowledge of Word Meanings Chapter 11: Comprehension of Informational Text Chapter 12: Comprehension of Narrative Text Part 4: Reading Instruction for Special Populations Chapter 13: The Severely Delayed Reader and the Nonreader Chapter 14: English-Language Learners and Other Learners with Special Needs References Index

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Book Synopsis The AQA GCSE French Workbook is for question practice, and is the smart choice for those revising for a GCSE in French.

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Book Synopsis The AQA GCSE German Workbook is for question practice, and is the smart choice for those revising for a GCSE in German.

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Book Synopsis The AQA GCSE Spanish Workbook is for question practice, and is the smart choice for those revising for a GCSE in Spanish.

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Book SynopsisOur Revision Workbooks help students develop vital skills throughout their course in preparation for the exam.

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Book SynopsisOur Revision Workbooks are designed to help students develop vital skills throughout the course in preparation for the exam.

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Book SynopsisOur Revision Workbooks are designed to help students develop vital skills throughout the course in preparation for the exam.

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Book SynopsisOur Revision Workbooks help you develop vital skills throughout their course in preparation for the exam

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Book SynopsisOur Revision Workbooks help students develop vital skills throughout their course in preparation for the exam

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Book SynopsisOur Revision Workbooks help students develop vital skills throughout their course in preparation for the exam.

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Book SynopsisThis Revision Workbook delivers hassle-free hands-on practice for the externally assessed units.

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Book SynopsisExam Board: Pearson BTECAcademic Level: BTEC NationalSubject: ComputingFirst teaching: September 2016First Exams: Summer 2017 For all four of the externally assessed units 1, 2, 3 and 4. Builds confidence with scaffolded practice questions. Unguided questions that allow students to test their own knowledge and skills in advance of assessment. Clear unit-by-unit correspondence between this Workbook and the Revision Guide and ActiveBook.

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Book SynopsisExam Board: Pearson BTECAcademic Level: BTEC NationalSubject: Performing ArtsFirst teaching: September 2016First Exams: Summer 2017 For all four of the externally assessed units 1, 3, 5 and 7. Builds confidence with scaffolded practice questions. Unguided questions that allow students to test their own knowledge and skills in advance of assessment. Clear unit-by-unit correspondence between this Workbook and the Revision Guide and ActiveBook.  

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