Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the...
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Universitätsbibliothek der Eberhard Karls Universität
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Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. -- Publisher description Rethinking the foundations of assessment -- The nature of assessment and reasoning from evidence -- The scientific foundations of assessment -- Advances in the sciences of thinking and learning -- Contributions of measurement and statistical modeling to assessment -- Assessment design and use: principles, practices and future directions -- Implications of the new foundations for asessment design -- Assessment in practice -- Information technologies: opportunities for advancing educational assessment -- Implications and recommendations for research, policy and practice -- Biographical sketches.
Includes bibliographical references (p. 315-347) and index. - Description based on print version record
Rethinking the foundations of assessmentThe nature of assessment and reasoning from evidence -- The scientific foundations of assessment -- Advances in the sciences of thinking and learning -- Contributions of measurement and statistical modeling to assessment -- Assessment design and use: principles, practices and future directions -- Implications of the new foundations for asessment design -- Assessment in practice -- Information technologies: opportunities for advancing educational assessment -- Implications and recommendations for research, policy and practice -- Biographical sketches.
