Education: examinations and assessment Books
Verlag Peter Lang Assessing English for Academic Purposes
Book SynopsisA concern for quality and the growing number of international students have made the assessment of English for Academic Purposes a prime concern in British universities. By drawing on the expertise of BALEAP and many EAP specialists, this collection describes and critically evaluates current issues and debates in the field. An introduction provides an overview of the state of assessment in EAP and this is followed by sections which investigate in depth individual issues such as the validity of commonly used tests, the utility of computer test batteries and other non-traditional forms of assessment. Also addressed with original research data are the varying requirements of individual departments, students' views of assessment and self-assessment instruments. These issues are relevant beyond the individual circumstances of British universities and should inform good practice not only in the UK but anywhere where students receive part or all of their education in English as a second or foreign language.
£47.16
Publications Division of the Ministry of Information and Broadcasting of the Govt of India India 2018
Book Synopsis
£9.38
Galgotia Publications Pvt Ltd Barrons Gre 2010 Graduate 18ed
Book Synopsis
£12.74
PeePee Publishers and Distributors Pvt A Comprehensive Review of Foreign Exams: Volume 1
Book Synopsis
£10.00
Bsc Magical Book On Quicker Maths
Book Synopsis
£21.36
Brill The High Stakes of Testing: Exploring Student
Book SynopsisStandardized assessments have long been part of the educative experience for students around the world. The high-stakes nature of these tests can have damaging and enduring effects for public school systems, particularly the youth. With the adoption of Common Core State Standards and mandated state-wide accountability measures, high-stakes tests, like the PARCC, gained quick and controversial notoriety. The high-stakes discourse has been dominated by politicians, educators, and parents. Notably absent from this dialogue are the voices of those whom are impacted the most: students. Largely influenced by Critical Pedagogy, this research sheds light on the negative, punitive, and often arbitrary nature of testing in schools. The paramount intention of this publication is to raise awareness of student experiences and perspectives of standardized testing. The High Stakes of Testing analyzes the experiences, relationships, thoughts, ideas, and opinions students have with standardized assessment measures. Interviews with seven students in Grades 3, 5, and 8 are examined through a governmentality lens to reveal the ways in which the youth are manipulated, regulated, and disciplined to view standardized testing as a natural part of what it means to be a public-school student. It is only when we can begin to see and appreciate how our youth interact with the omnipresent testing in our public schools can we begin to envision changing these accountability practices.Table of ContentsAcknowledgements 1 Introduction: Who Cares What the Kids Think? National Turn toward Testing Critical Pedagogy 2 Understanding High-Stakes Standardized Exams in the US The History Pearson Consequences 3 What Is Student Voice? Context In Research In Practice 4 How Foucault’s Governmentality Can Help The Theory n Research For Student Voice and Testing 5 The Study Methods Means 6 What the Kids Have to Say By Grade Level Their Big Ideas 7 Interpreting Student Voice: Themes 8 What Does All This Mean? Conclusions 9 Possibilities: Where Do We Go from Here? References Index
£96.90
Bohn Stafleu Van Loghum Dementieschaal Voor Mensen Met Een Verstandelijke Handicap (Dsvh): Handleiding
£50.34
Ramesh Publishing House UGC-NET Junior Research Fellowship & Lectureship
Book Synopsis
£5.22
Arihant Publishers 20 Practice Sets Jharkhand Postman/Mailguard
Book Synopsis
£8.49
McGraw Hill Education India How to Prepare for Quantitative Aptitude for the
Book Synopsis
£37.04
Juggernaut Publication How I Topped the UPSC and How You Can Too
Book SynopsisA book not just for all UPSC candidates but also for anyone giving competitive exams, How I Topped the UPSC is a no-holds barred book full of so many hacks and so much honesty â you wonât need anything else to succeed.
£11.25
JAGAN MOHAN REDDY Nitishastra Satyanishtha Evam Abhiruchi
Book SynopsisNitishastra, Satyanishtha Evam Abhiruchi is a textbook for UPSC Mains General Studies Paper-IV. The core objective of the book is to provide systematic and relevant guidance and quality material to students preparing for Civil Services exams. The book is written as per the syllabus. It provides a detailed account of various principles of ethics. Questions asked in previous years are given in boxes alongside the topic for better correlation. The authors have used their expertise to provide solutions to dilemmas that administrators face.
£16.99
Springer The Training Evaluation Process: A Practical Approach to Evaluating Corporate Training Programs
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.
£85.49
Springer Verlag, Singapore A Course in Rasch Measurement Theory: Measuring
Book SynopsisThis book applies Rasch measurement theory to the fields of education, psychology, sociology, marketing and health outcomes in order to measure various social constructs. The chief focus is on first principles of both the theory and its applications. Because software is readily available to carry out analyses of real data, numerous small examples are provided in the book. The software used in these examples, and which is helpful in working through the text, is RUMM2030 (Rasch unidimensional models for measurement).The book’s main goals are to equip researchers with the confidence they need in order to be in control of the analysis and interpretation of data, and to make professional rather than primarily statistical decisions mechanically. Because statistical principles are necessarily involved, reviews of the requisite statistics are provided in the Appendix.The content is based on courses that have been taught both online and in intensive form for over two decades. Although first principles are emphasised, much of the book is based on research conducted by the two authors and their colleagues.Table of ContentsPART A: General principles and the dichotomous Rasch model.- Chapter 1: The idea of measurement.- Chapter 2: Constructing instruments to achieve measurement.- Chapter 3: Classical test theory (CTT).- Chapter 4: Reliability and validity in CTT.- Chapter 5: The Guttman structure and analysis of responses.- Chapter 6: The dichotomous Rasch model - The simplest modern test theory model.- Chapter 7: Invariance of comparisons - Separation of person and item parameters.- Chapter 8: Sufficiency - The significance of total scores.- Chapter 9: Estimating item difficulty.- Chapter 10: Estimating person proficiency and person separation.- Chapter 11: Equating - Linking instruments through common items.- Chapter 12: Comparisons and contrasts between CTT and Rasch measurement theory (RMT).- PART B: The dichotomous Rasch model: Fit of responses to the model.- Chapter 13: Fit of responses to the model I - Item characteristic curve and Chi-square tests of fit.- Chapter 14: Violations of the assumption of independence I - Multidimensionality and response dependence.- Chapter 15: Fit of responses to the model II - Analysis of residuals and general principles.- Chapter 16: Fit of responses to the model III - Differential item functioning.- Chapter 17: Fit of responses to the model IV - Guessing.- Chapter 18: Other models of modern test theory for dichotomous responses.- Chapter 19: Comparisons and contrasts between item response theory (IRT) and RMT.- PART C: Extending the dichotomous Rasch model: The polytomous Rasch model.- Chapter 20: The polytomous Rasch model I.- Chapter 21: The polytomous Rasch model II.- Chapter 21: The polytomous Rasch model II.- Chapter 21: The polytomous Rasch model II.- Chapter 24: Violations of the assumption of independence II – The polytomous Rasch model.- Part D: Theoretical justifications and further elaborations.- Chapter 25: Derivation of CTT equations and coefficient α.- Chapter 26: Analysis of more than two facets and repeated measures.- Chapter 27: Derivation of the threshold form of the polytomous Rasch model.- Chapter 28: Non-Rasch measurement models for ordered response categories.- Chapter 29: Review of principles of test analysis using Rasch measurement theory.- Part E: RUMM2030 Exercises.- Exercise 1: Interpretation of RUMM2030 printout.- Exercise 2: Basic analysis of dichotomous and polytomous responses.- Exercise 3: Advanced analysis of dichotomous responses.- Exercise 4: Advanced analysis of polytomous responses.- Exercise 5: Analysis of data with differential item functioning.- Exercise 6: Analysis of data with dependence.- Exercise 7: Analysis of more than two facets and repeated measurements.- Exercise 8: Writing up a Rasch model analysis.- Part F: Statistics Reviews.- Statistics Review 1: Sigma notation, mean, and variance.- Statistics Review 2: Normal distribution.- Statistics Review 3: Covariance and the variance of the sum of two variables.- Statistics Review 4: Regression and correlation.- Statistics Review 5: Probability.- Statistics Review 6: Indices.- Statistics Review 7: Logarithms.- Statistics Review 8: Conditional probability.- Statistics Review 9: Independence.- Statistics Review 10: Bernoulli and Binomial variables.- Statistics Review 11: The Chi-square distribution and test.- Statistics Review 12: Analysis of variance (ANOVA).- Statistics Review 13: Distribution theory.- Statistics Review 14: Basic distributions for tests of fit.- Statistics Review 15: Odds and ratios.
£74.99
Springer Verlag, Singapore CEFR-informed Learning, Teaching and Assessment:
Book SynopsisThis book is a practical guide to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV; COE 2018), which have increasingly been used to inform the language policies and teaching practices of countries within and outside of Europe. It helps practitioners to (i) grasp essential and core concepts of the Common European Framework of Reference, (ii) identify parts of the CEFR and the CEFR/CV as well as other CEFR-related resources and documents that are relevant for readers’ different purposes, and (iii) utilise and adapt these resources for their own needs. Written by practitioners for practitioners, this hands-on guide covers the philosophy of the CEFR, curricula, assessment, learner autonomy, the task-based approach, and teacher development. Logically explaining all aspects of the framework and its application, this manual helps readers deal with many of the difficulties encountered when using CEFR and the CEFR CV.The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university language departments and language centres responsible for developing their own curricula, teaching/learning approaches and assessment instruments; and policy-makers wanting to learn more about the implications of adopting the CEFR. It is a guidebook, a reference book and a workbook all in your hand.Table of Contents1 The CEFR and Practical Resources.- 2 Curriculum and Course Design.- 3 Assessment.- 4 Learner Autonomy and the European Language Portfolio.- 5 Integrating Learning, Teaching and Assessment.- 6 Teacher Autonomy.
£64.99
Springer Verlag, Singapore Alternative Assessments in Malaysian Higher
Book SynopsisThis book offers an overview of five categories of alternative assessments used by established and emerging faculty throughout Malaysian institutions of higher education, namely peer and self-assessment, group-based assessment, performance-based assessment, portfolio, and technology-based assessment. It features 29 innovative case studies of alternative assessments, serving as both inspiration and practical guide for educators planning to design and implement alternative assessments in their own classes. Each chapter showcases viable examples of authentic, holistic, meaningful and effective assessments as practiced by educators in major universities throughout Malaysia. This book also provides readers a greater appreciation of the varied forms of alternative assessments that are possible, limited only by the individual’s innovation and motivation. Table of Contents1. An Alternative Way in Assessing Portfolios Based on Saaty’s Analytic Hierarchy Process (AHP).- 2. Collaborative Assessment Survey: A Measure of Group Teamwork.- 3. Cartoon Strips: Can they be used as assessment?.- 4. SOLO-Based Task to Diagnose Adult Learners’ Statistical Literacy in the 21st Century.- 5. Implementation of Group Based Assessment in Project Based Learning for Hubungan Etnik Module at Taylor’s University.- 6. An adaptive Self-Assessment Approach for Improving Massive Open Online Course (MOOC) Performance.- 7. A System for Managing and Accounting for Learning Outcomes.- 8. Redesigning Formative Assessments for Land Law using AR.- 9. The Assessment of E-Project-based Learning in Developing Skill-based Courses for Massive Open Online Course: "MOOC in MOOC" Technique.- 10. Assessment-for-Learning and Mobile Supervision via WhatsApp: A Multimodal and Archivable Format for Formative Assessment of Student Research Projects and Drafts.
£101.99
Springer Verlag, Singapore Methodology for Multilevel Modeling in
Book SynopsisThis edited volume documents attempts to conduct systematic and prodigious research using multilevel analysis in educational settings, and present their findings and identify future research directions. It showcases the versatility of multilevel analysis, and elucidates the unique advantages in examining complex and wide-ranging educational issues. This book brings together leading experts around the world to share their works in the field, highlighting recent advances, creative and unique approaches, and innovative methods using multilevel modeling and theoretical and practical aspects of multilevel analysis in culturally and linguistically-diverse educational contexts.Table of ContentsIntroductionHierarchical Linear Modeling and Multilevel Modeling in Educational Research PART I: Theoretical Foundations and Conceptual Frameworks Chapter 2 A Primer for Using Multilevel Confirmatory Factor Analysis Models in Educational Research Chapter 3 Multilevel Model Selection: Balancing Model Fit and Adequacy Chapter 4 Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM) Chapter 5 Data Visualization for Pattern Seeking in Multilevel Modeling Chapter 6 Multilevel Structural Equation Model in Educational Research PART II: Methodology for Multilevel Modeling Chapter 7 Analyzing Large-scale Assessment Data with Multilevel Analyses: Demonstration using the Programme for International Student Assessment (PISA) Chapter 8 Multilevel Modeling of International Large-scale Assessment Data Chapter 9 Transparency and Replicability of Multilevel Modeling Applications: A Guideline for Improved Reporting Practices Chapter 10 Multilevel Model and Teaching Force Research: Practices and Promises Chapter 11 Multilevel Modelling with International Large-scale Student Assessments PART III: Multilevel Analysis of PISA and TIMSS Data Chapter 12 Changing Trends in the Role of South African Mathematics Teachers Qualification for Student Achievement: Findings from TIMSS Data Chapter 13 Revisiting the Relationship between Science Teaching Practice and Scientific Literacy: Multi-Level Analysis Using PISA Chapter 14 Family Meals and Academic Performance: A Multilevel Analysis of PISA for Spain Chapter 15 Multilevel Modeling of Nordic Students’ Mathematics Achievements in TIMSS 2019 Chapter 16 Teachers' Perceptions of School Ethical Culture: The Implicit Meaning of TIMSS PART IV: Multilevel Modeling in Educational Research Chapter 17 Teacher Personal Characteristics, Instructional Behavior, and Student Outcomes: Applying Doubly Latent Multilevel Analysis Chapter 18 Daycare Centers’ Composition and Children’s Language Skills at School Entry: Exploring the Nature of Contextual Effects using Multilevel Modeling Chapter 19 Gender Effect at the Beginning of Higher Education Career in STEM Studies Chapter 20 Contextual Factors of Strategy Use in Solving Non-Routine Problems: A Multilevel Modelling Analysis Chapter 21 A Longitudinal and Multilevel Study of Client Satisfaction with Kindergartens in Norway Chapter 22 Multilevel Modeling and Assessment of the Study-relevant Knowledge of First-year Students in a Master's Program in Business and Economics Index
£123.49
World Scientific Publishing Co Pte Ltd Practical Guide To Medical Student Assessment
Book SynopsisThis practical guide provides a simple, useful reference to commonly raised questions about medical student assessment.The first part of the book provides succinct information on the general aspects of assessment such as purpose and principles of assessment; technical terms such as validity, reliability, and utility of assessment instruments; and how to choose assessment instruments for a given purpose.Individual assessment instruments are treated in the second part of the guide. The authors focus on about 20 selected assessment instruments currently in use or promising new instruments that are likely to get increased acceptance in future. For each instrument a general description is given, followed by discussion on its uses, limitations, psychometric characteristics, and recommendations for medical teachers.The reference section contains highly selective and well-researched resources, annotated and classified according to their usefulness. Many of these resources are available free on the Internet.Trade Review"Based on George Miller's conceptual pyramid for clinical competence (knows, knows how, shows, and does) as an organizational structure, this book provides a succinct overview of assessment methods, including basic concepts and principles, assessment instruments with their psychometric properties, and sample applications. An excellent, concise and practical guide for teachers and educators in all the health professions." Ara Tekian, MHPE, PhD University of Illinois at Chicago, USA "This book packs a big punch for its size. It not only provides brief descriptions of a multitude of assessment techniques currently in use in medical education but also provides samples of questions or check lists where appropriate ... each chapter ends with a list of sources of additional information for those who are interested." Medical Education OnlineTable of ContentsPrinciples and Purpose of Assessment: Assessment in Medical Education: An Overview; Key Concepts in Assessment; Special Issues in Assessment in Clinical Medicine; Standard Setting; A Model for Assessment; Assessment of 'Knows' and 'Knows How': Oral Examination/Viva; Long Essay Questions (LEQ); Short Answer Questions (SAQ); Multiple Choice Questions (MCQ); Extended Matching Items (EMI); Key Features Test (KF); Assessment of 'Shows How': Long Case; Short Case; Objective Structured Clinical Examination (OSCE); Assessment of 'Does': Mini Clinical Evaluation Exercise (Mini-CEX); Direct Observation of Procedural Skills (DOPS); Clinical Work Sampling (CWS); Checklist; 360-Degree Evaluation; Logbook; Portfolio.
£55.10
Springer Verlag, Singapore Handbook of Academic Integrity
Book SynopsisThe book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions. Trade Review Table of ContentsDefining Academic Integrity - International Perspectives.- Academic Integrity in North America.- Asian Perspectives of Academic Integrity : China.- Asian Perspectives of Academic Integrity : India.- Asian Perspectives of Academic Integrity : Indonesia.- Asian Perspectives of Academic Integrity : Japan.- Asian Perspectives of Academic Integrity : Malaysia.- Educational Integrity in Australia.- European Perspectives of Academic Integrity.- Middle Eastern Perspectives of Academic Integrity : A Perspective from Egypt.- Middle Eastern Perspectives of Academic Integrity : A view from the Gulf Region.- Perspectives of Academic Integrity from Colombia.- Perspectives of Academic Integrity from Nigeria.- UK Perspectives of Academic Integrity.- Breaches of Academic Integrity.- Breaches of Academic Integrity using Collusion.- Breaches of Academic Integrity using Exam Cheating.- Breaches of Academic Integrity Using Plagiarism.- Custom Essay Writers, Freelancers and Other Paid Third Parties.- Falsification of Academic Documents.- Falsification of Data.- File Sharing and Academic Integrity.- Getting Paid Help to get the Doctorate Done.- Contextual Factors Which Impact Academic Integrity.- Academic Standards in Higher Education: Trends, Context, and Prognosis.- Commercialisation and Marketisation of Higher Education.- Internationalisation of Higher Education.- Promoting Academic Integrity through Authentic Assessment Strategies.- What it Means to be a Student Today.- Who is to Blame? Motivators of Student Academic Dishonesty in Higher Education.- Academic Integrity Policy and Practice.- Adopting a Teaching and Learning Approach.- Developing a Sustainable Holistic Institutional Approach: Dealing with Realities ‘on the ground’ When Implementing an Academic Integrity Policy.- Educational Responses.- Exemplary Academic Integrity Policy.- Holistic Approach.- Start them Early and Right: Creating a Culture of Academic Integrity in Elementary Schools.- Supporting Secondary School Students.- Plagiarism in Higher Education: An Academic Literacies Issue?- Creating Faculty Development Programming to Prevent Plagiarism: Strategies and Understandings.- International EAL Students.- Mentoring and Monitoring First-year College Writers.- Plagiarism or Patch-writing?- Scholarly Work and Meaning: Making the Conventions of Academic Integrity Signify.- Seven Metaphors Towards Originality: The Role of Bridging and Foundation Courses in Unpacking Academic Integrity for Undergraduate and Graduate Students.- Student Perspectives on Plagiarism.- Academic Integrity in the Digital Age.- Authorship, Identity and Plagiarism in the Digital Age.- Contract Cheating.- Plagiarism and the Internet.- Quantitative and Qualitative Methods to Manage Plagiarism.- Recycling Our Own Work in the Digital Age.- The Internet as a double-edged sword: temptation or vehicle for plagiarism and cheating?- Disciplinary Approaches to Academic Integrity.- Academic Integrity in Non-Text Based Disciplines.- Health and Social Care.- Humanities.- Law.- Science, Technology, Engineering and Mathematics (STEM).- Social Sciences.- Integrity in Research and Research Training.- Research Integrity: China and U.S.- Research Integrity: International Perspectives.- Research Integrity: Introduction.- Research Integrity: Perspectives from Argentina, Brazil, and U.S.- Research Integrity: Perspectives from Australia and Netherlands.- Research Integrity: Perspectives from Austria and Canada.- Research Integrity: Perspectives from Canada.- Research Integrity: Perspectives from Korea and U.S.- Integrity Versus Fraud and Corruption.- Corrupted Credentials: Plagiarised Theses, Fake Degrees, Falsified cvs, Identity.- Plagiarism in the Wider World: Celebrities, Politicians, Businesses, Journalists, Judges.- Science and Vested Interests: Sponsored Research, Secrecy, Conflicts of Interest, Ghostwriting, Hazards to Public.- Scientific Fraud: Fabrication, Data Manipulation, Shonky Statistics, etc.- Suppression of Dissent: Attacking Dissidents, Blocking Innovation, Marginalising Research Fields; The Chilling Effect.- Whistleblowing and Activism: Exposing and Opposing Abuses.- Systems Approach to Going Forward.- Creating Cultures of Integrity.- Engaging Students and Faculty.- Getting Political: What Institutions & Governments Need to Do.- Infusing Ethical Decision-Making & Acting into the Curriculum.- Leveraging Failures for the Betterment of Education.- Teaching and Learning Approach – Duplicate.
£522.49
World Scientific Publishing Co Pte Ltd What We Learned From Pisa: The Outstanding
Book SynopsisThe outstanding performance of East Asian societies in the Programme for International Student Assessment (PISA) is one of the most widely discussed topics in international assessments. PISA is a worldwide study of scholastic performance, conducted by the Organisation for Economic Co-operation and Development (OECD), of 15-year old pupils in mathematics, science and reading.This book provides readers with a comprehensive view on the excellent performance of students in Hong Kong and East Asian societies based on solid empirical data from the first five cycles of the PISA study from 2000 to 2012. Adopting a broad perspective, this book links the performance of students to themselves, their families and respective schools — the three major selves and social contexts that exert powerful influence on young people in Hong Kong. It is unique that the book does not only define student outcomes narrowly as cognitive performance on various tests in PISA, but also employs a number of affective indicators, such as students' self-regulated learning, their self-concept measures, and attitudes towards learning. The book argues that schooling is a complex enterprise, and the relationships between school outcomes and the larger families, schools, and societal contexts are even more complex. The book utilizes summary statistics and multivariate methods to investigate how various measures of student outcomes are influenced by these contextual factors.
£121.50
World Scientific Publishing Co Pte Ltd Tests And Exams In Singapore Schools: What School
Book SynopsisAssessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers.This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore.While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly.
£48.45
World Scientific Publishing Co Pte Ltd Tests And Exams In Singapore Schools: What School
Book SynopsisAssessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers.This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore.While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly.
£23.75
World Scientific Publishing Co Pte Ltd Pisa And Pirls: The Effects Of Culture And School
Book SynopsisInternational comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues.The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in.This book is a companion volume to the author's earlier publication — PISA: Issues and Effects in Singapore, East Asia, and the World (World Scientific, 2017).
£76.00
Springer Verlag, Singapore Publishing during Doctoral Candidature: Policies,
Book SynopsisThis book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.Table of ContentsChapter 1 Introduction.- Chapter 2. Sociopolitical Perspectives on Doctoral Publication.- Chapter 3. Doctoral Publication Policies: Neoliberal Ideologies and Stakeholder Perspectives.- Chapter 4. Doctoral Publication Practices: Competing Demands and Coping Strategies.- Chapter 5. Dual Identities as Novice and Fully-Fledged Researchers: Conceptual Tools and Mediating Resources.- Chapter 6. Conclusion.
£98.99
Information Age Publishing Disrupting Program Evaluation and Mixed Methods
Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign
£51.30
Information Age Publishing Disrupting Program Evaluation and Mixed Methods
Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign
£91.80
