Education: examinations and assessment Books

Book SynopsisThis book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings. Table of Contents1. Introduction: Exploring the Enduring Questions of Curriculum in Context2. Where Do Teaching and Learning Happen?3. Who is Excluded? Who is Empowered? Marginalization and Resistance in the Curriculum4. What Is at the Center of the Curriculum?5. Who Chooses What is Taught?6. Which Language(s)?7. How Do We Know What Students Have Learned?8. Ongoing Curriculum Lessons

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Book SynopsisThis edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the development and implementation of language and educational policies at the national level, and this book examines some of the impacts - both positive and negative - of different skills testing and examination approaches on learning outcomes and individual students' language learning. This book will be of interest to scholars working in applied linguistics and language education, teacher training, testing and evaluation, as well as stakeholders such as practitioners, educators, educational agencies, and test developers.Table of ContentsPart One: Role of Assessment and Learning Outcomes.- Chapter 1: New Changes in Assessment (Sahbi Hidri).- Chapter 2: The Pedagogic Role of Assessment in Improving Learner Outcomes (Ekaterina Popkova).- Chapter 3: Integrated Performance Assessment (Gabriel Díaz Maggioli).- Part Two: Challenges in Assessing the Production Skills.- Chapter 4: Rubric-Based Assessment of the Productive Skills (Reza Vahdani Sanavi).- Chapter 5: Can Teacher and Peer Formative Feedback Enhance L2 University Students' Oral Presentation Skills? (Diana Al Jahromi).- Chapter 6: Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settings (Elena Khvatova and Elena Krutskikh).- Part Three: Test-Taking Strategies in Alternative and Standard Forms of Assessment.- Chapter 7: Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Techniques (Irini-Renika Papakemmenou).- Chapter 8: Readability of Syntactic Constructions for Transparency and Reliability of Input Texts for Unified State Exams in English (Elena Varlamova and Olga Safonkina).- Part Four: Teacher Feedback and Challenges for Assessing Interactional and Intercultural Competence.- Chapter 9: Feedback on Evaluation: Teacher-Trainees' Preferences for Explicit Preferences for Explicit Evaluation in Post-Lesson Discussions (Irina Ivanova).- Chapter 10: Integrating Teacher Feedback and Assessment to Improve L2 Writing (Viktoria Osidak, Tamara Kavytska and Viktoria Drobotun).- Chapter 11: Strategy to Assess L2 Interactional Competence of University Students: Ukrainian Context (Olesia Liubashenko and Tamara Kavytska).- Chapter 12: Integrating a 3D Tool of Assessing Intercultural Competence in Teacher Education (Olga Kvasova and Yuliia Trykashna).- Part Five: Challenges in Formative Assessment.- Chapter 13: Enhancing Grammar Learning through Assessment at Tertiary Level (Viktoriya Osidak and Olha Drahinda).- Chapter 14: The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Context (Haya Al Nuaimi).

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Book SynopsisThis open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John HattieTable of ContentsPART I: Student perceptions of teaching–Usefulness and theoretical considerations.- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski).- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans).- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall).- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma).- PART II: Concerns about student perception of teaching quality.- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl).- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig).- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans).- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth).- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner).- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch).- PART III: Teachers’ usage of student feedback at schools.- Chapter 11. A general introduction to data use in schools (Cindy Poortman).- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor).- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education.- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl).- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).

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Book SynopsisThis book examines service-learning as a critical pedagogy and explores the benefit of creating a reflective journal. It can be a form of assessment for the students' service experiences connected to academic theory through their critical reflection and it can also be a form of critical action based on critical thought.Table of Contents1. Introduction.2. Aligning Assesment.3. Writing a Critically Reflective Journal.4. A Critically Reflective Journal.5. Conclusion

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Book SynopsisForeword.- List of tables and figures.-  Chapter 1: General Overview.- Chapter 2:  European Identity and Opportunities for Learning About Europe at School.- Chapter 3: Students' Attitudes Toward Free Movement Within Europe and Students' Perceptions of Discrimination.- Chapter 4: Students' Endorsement of Environmental Cooperation in Europe and Students' Sustainable Behaviors.- Chapter 5:  Students' Attitudes Toward Europe and the Future of Europe.- Chapter 6:  Students' Expectations and Perceptions for Their Life in the Future.- Chapter 7: Main Findings and Implications for Policy and Practice.-  Appendix.

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Book SynopsisForeword.- Acknowledgements.- 1 Assessing Reading Achievement in the Dinaric Region—An Introduction: Surette van Staden, Paulína Koršnáková, and Jan-Philipp Wagner.- 2 National Curriculum on Language as a Basis for Teaching and Students’ Achievement in Reading Comprehension: Biljana Mihajlovska, Surette van Staden, Danijela Ðjukic, Elizabeta Karalic and Branislav Randjelovic.- 3 Comparing Texts Used in PIRLS With Mother Tongue Textbooks in the Dinaric Region: Are Students Well Prepared To Take The Test?: Biljana Mihajlovska, Surette Van Staden, Danijela Ðjukic, and Tanja Andonova Mitrevska.- 4 Teacher Qualifications, Professional Development, Teaching Quality, and Student Reading Achievements. A Comparative Perspective for the Dinaric Region: Trude Nilsen, Agim Alia, and Wangqiong Ye.- 5 Personal and Contextual Well-Being Factors Relating to Students’ Reading Achievement in the Dinaric Region: Kajsa Hansen Yang and Gordana Capric.- 6 Relevance of Home Situation for Students’ Reading Achievement: Christian Christrup Kjeldsen and Ines (Elezovic) Perovic.- 7 Digital Skills and Tools Supporting Distance Learning: A Comprehensive Response of Dinaric Education Systems in Times of Educational Disruption: Marina Radovic, Dijana Vuckovic, and Jelena Radišic.- 8 Data Collection During a Pandemic. How did COVID-19 Impact the Sample Composition in PIRLS 2021?:John Jerrim and Duygu Savasci-Smith.- 9 An Analysis of PIRLS 2021 Mode Effects: Differences in Reading Achievement Related to the Assessment Mode for PIRLS 2021 in Croatia and Slovenia: Eva Klemencic Mirazchiyski, Plamen Mirazchiyski and Ines (Elezovic) Perovic.

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Book SynopsisThis book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.Table of Contents​1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks.- 4. Quantitative Summary of Research Findings; Hans Luyten.- 5. Summary and Discussion; Hans Luyten.- Annex to Chapter 3.

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Book SynopsisThis book details a unique training evaluation approach developed by David J. Basarab, Sr. currently the Manager of Evaluation at Motorola University. This approach was developed in part based on information from his graduate coursework with Dr. Darrell K. Root, professor of program evaluation and educational administration at the University of Dayton. It enabled Motorola to evaluate their corporate training programs to determine whether money spent on training was an investment or an expense. This evaluation approach is also significant in determining either the effectiveness of or the opportunities to improve corporate training programs. In this text, The Training Evaluation Process, David Basarab and Darrell Root provide commercial industry training with a step-by-step approach to use when evaluating training progrruns, thus allowing training to be viewed as an investment rather than an expense. This text focuses on assessing training programs, so that they may be improved. This approach provides a successful procedure to use when evaluating training programs. Included in the text is a comprehensive explanation of the evaluation model developed by D. L. Kirkpatrick (Kirkpatrick, D. L., November 1959) in which he described four levels of evaluating training progrruns: Level 1 -Reaction: Evaluate to learn participants' perception to the training program. Level 2 -Learning: Evaluate to determine whether participants have learned the course subject matter. Level 3 -Behavior: Evaluate participants' use of newly acquired job skills on the job. Level 4 -Results: Evaluate the organizational impact of training on company's workforce.Table of ContentsPreface. 1. Introduction to Evaluation. 2. Training Evaluation Phases. 3. Developing an Evaluation Plan. 4. Develop Evaluation Procedures. 5. Obtain Evaluation Data. 6. Analyze Evaluation Data. 7. Report Evaluation Results. 8. Measuring Effective Evaluations. 9. Glossary of Terms. 10. Index.

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Book SynopsisAbout our author James McMillan is Professor of Education in the School of Education at Virginia Commonwealth University (VCU). He obtained his master's degree from Michigan State University and his doctorate from Northwestern University and has taught at VCU for 35 years. Dr. McMillan has published several editions of 3 research methods textbooks and 2 assessment texts, in addition to over 60 journal articles and has made many national, international and state presentations. He is editor of the Sage Handbook of Research on Classroom Assessment (2013) and has chaired two AERA Special Interest Groups - Classroom Assessment and Professors of Educational Research. His current research interests include classroom assessment, benchmark testing, student perceptions of assessment related to mistakes and learning errors and the impact of high-stakes testing on educational policy, schools and students. Dr. McMillan resides in Richmond, Virginia, and summers in northTable of Contents Chapter 1. The Role of Assessment in Teaching and Learning Chapter 2. Standards and Cognitive Learning Targets Chapter 3. High-Quality Classroom Assessment Chapter 4. Embedded Formative Assessment Chapter 5. Summative-Based Formative Assessment Chapter 6. Summative Assessment I: Planning and Implementing Classroom Tests Chapter 7. Summative Assessment II: Using Standards-Based and Standardized Tests Chapter 8. Selected-Response Assessment: Multiple-Choice, Binary-Choice, and Matching Items Chapter 9. Constructed-Response Assessment: Completion, Short-Answer, and Essay Items Chapter 10. Performance Assessment Chapter 11. Assessing “Noncognitive” Dispositions and Traits Chapter 12. Assessing Students with Special Needs Chapter 13. Assessing Culturally and Linguistically Different Students Chapter 14. Grading and Reporting Student Performance

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Book Synopsis

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Book Synopsis

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Book SynopsisOffers beginning researchers in psychology and education with limited statistics backgrounds a practical, hands-on guide to the preparation, assessment, and development of quantitative research instruments.Table of ContentsChapter 1 Preface Chapter 2 Introduction Part 3 A. THEORETICAL TOPICS Chapter 4 1A. WHAT ARE "TESTS FOR RESEARCH PURPOSES?" Chapter 5 2A. THE END GOAL AS A FIRST CONSIDERATION Chapter 6 3A. INSTRUMENT RELIABILITY Chapter 7 4A. INSTRUMENT VALIDITY Chapter 8 5A. ITEM ANALYSES Chapter 9 6A. SOCIO-PSYCHOLOGICAL SCALES Part 10 B. EMPIRICAL TOPICS Chapter 11 1B. DESIGNING YOUR INSTRUMENT; COMPONENTIALITY AND ITEM-TYPE Chapter 12 2B. PREPARATION AND PRELIMINARY TESTING OF THE FIRST VERSION Chapter 13 3B. ANALYZING VERSION I: ITEM STATISTICS AND INSTRUMENT RELIABILITY Chapter 14 4B. ANALYZING VERSION II: ITEM STATISTICS, INSTRUMENT RELIABILITY AND VALIDITY Chapter 15 5B. SEMI-FORMAL MEASUREMENT: VARIETIES OF CONTENT ANALYSIS Chapter 16 6B. WHAT NEXT? BACK TO THE FUTURE Chapter 17 Appendix A: Recommended Readings Chapter 18 Appendix B: Instructions for Performing Necessary Statistical Procedures in SPSS Chapter 19 Appendix C: Sample Data Set of Items and Scores for Self-Esteem Scale, Version 1 Chapter 20 References

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