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- catalog abstract "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.".
- catalog contributor b12067627.
- catalog contributor b12067628.
- catalog contributor b12067629.
- catalog contributor b12067630.
- catalog contributor b12067631.
- catalog created "c2001.".
- catalog date "2001".
- catalog date "c2001.".
- catalog dateCopyrighted "c2001.".
- catalog description "Includes bibliographical references (p. 315-347) and index.".
- catalog description "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.".
- catalog 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.".
- catalog extent "xiv, 366 p. :".
- catalog hasFormat "Knowing what students know.".
- catalog identifier "0309072727".
- catalog isFormatOf "Knowing what students know.".
- catalog issued "2001".
- catalog issued "c2001.".
- catalog language "eng".
- catalog publisher "Washington, DC : National Academy Press,".
- catalog relation "Knowing what students know.".
- catalog spatial "United States".
- catalog subject "371.26/1 21".
- catalog subject "Cognitive learning theory.".
- catalog subject "Educational tests and measurements United States Design and construction.".
- catalog subject "LB3051 .K59 2001".
- catalog tableOfContents "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.".
- catalog title "Knowing what students know : the science and design of educational assessment / Committee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council ; James Pellegrino, Naomi Chudowsky, and Robert Glaser, editors.".
- catalog type "text".