Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge

Name: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge
Author: Menucha Birenbaum

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Paperback, 285 blz. | Engels

Springer Netherlands | 1996e druk, 2012

ISBN13: 9789401042871

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Springer Netherlands 1996e druk, 2012 9789401042871

Onderdeel van serie Evaluation in Education and Human Services

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Samenvatting

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point.
This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

Specificaties

ISBN13:9789401042871

Taal:Engels

Bindwijze:paperback

Aantal pagina's:285

Uitgever:Springer Netherlands

Druk:1996

Hoofdrubriek:Mens en maatschappij

Serie:Evaluation in Education and Human Services

Inhoudsopgave

Contributing authors. Preface. Introduction. I: Alternatives in assessment of achievement. 1.Assessment 2000: Towards a pluralistic approach to assessment; M. Birenbaum. 2. Assessment of mathematics - what is the agenda? L. Burton. 3. The ripple effect: the instructional impact of the systematic introduction of performance assessment in mathematics; D. Clarke, M. Stephens. 4. Science assessment; P. Tamir. 5. On the content validity of performance assessments: centrality of domain specification; R.J. Shavelson, et al. 6. Language testing: matching assessment procedures with language knowledge; E. Shohamy. 7. Academic literacy as ways of getting-to-know: what can be assessed? G. Sarig. 8. Assessment in a problem-based economics curriculum; M. Segers. II: Assessment of prior knowledge and learning processes. 9. Assessment of domain-specific and domain-transcending prior knowledge; F.J.R.C. Dochy. 10. How general are the effects of domain-specific prior knowledge on study expertise as compared to general thinking skills? A. Minnaert, P.J. Janssen. 11. The revised inventory of learning processes: a multifaceted perspective on individual differences in learning; E. Geisler-Brenstein, R.R. Schmeck. 12. Assessing students' motivation and learning strategies in the classroom context: the motivated strategies for learning questionnaire; T. Garcia, P.R. Pintrich. 13. Development of an inventory to measure learning strategies; C. Vizcarro, et al. 14. Identifying and advising students with deficient study skills: an integrated computer-based package for staff and students; N. Entwhistle, et al. Subject index.