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Some ten years from today, American schools have tried every possible education fad. Common national standards, year-round schools, takeover of school boards, and even the super-qualified teacher program have failed to improve low U.S. achievement on international assessments. That all changes when Grant and Jennifer Wilson, both Stanford Ph.D. graduates, create what they believe are the perfect tests. The Venus Assessment System, the first national tests in U.S. history, flip American education on its ear, making U.S. students number one in the world in math and science. But then Jennifer Wilson discovers a secret list of names, students who are exceptions to the high-stakes consequences of the test. So secret that some people are willing to kill for it. With a tremendous blending of suspense tied to realistic future events, The Perfect Test will appeal to readers of all types, from educators and parents to simply anyone who loves a great, page-turner. As writer Paul Baker from the University of Wisconsin says, Like The Name of the Rose and The Da Vinci Code, this story grabs the reader and won't let go.  At a moment of national testing madness, the [Perfect Test] story-line was both fun and gripping. And like all good mystery/science fiction, educational too. I won't give away the ending.  Deborah Meier, New York University: teacher, writer, and public activist. Author of In Schools We Trust and Many Children Left Behind Ron Dietel's The Perfect Test reads like a Stephen King novel. A perfect blend of mystery, action and constant surprises, nicely intertwined in a future world of national high-stakes tests. You won't be able to stop reading it.  Jim Kohlmoos, President, Knowledge Alliance: Research to Action in Education Ready for a break, for a romp? Pick up Ronald Dietel's biting spoof, The Perfect Test. It's a dystopian vision of a world gone crazy, a science fiction portrait of the future that often comes wickedly close to where we are now. John Merrow, President, Learning Matters

Didactic evaluation --- evaluatie (onderwijs)

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#SBIB:014.IO --- #SBIB:35H415 --- Beleidscyclus: evaluatie

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Inhoud: 1. Stilstaan bij evaluatie; 2. Op zoek naar goede evaluatie; 3. Aandacht voor het evaluatieproces; 4. Alternatieve evaluatievormen geïllustreerd; 5. Aanvangen met alternatieve evaluatievormen.

#SBIB:316.334.1O440 --- #SBIB:37H0 --- 700 Pedagogie --- #KVHA:Evaluatie --- #KVHB: Didactiek --- #KVHB: Evaluatie --- 371.25 --- evaluatie --- portfolio's --- 454.4 --- didactiek --- 450.4 --- didactisch proces --- onderwijs --- Evaluatievormen --- Onderwijs-evaluatie --- 454.4 ) Evaluatie --- assessment --- evaluatie (ler) --- evaluatietechnieken --- Evaluatie --- Onderwijs --- 484.4 --- studentenbegeleiding --- 043468.jpg --- 371.3 --- Onderwijsgedrag: algemeen --- Pedagogie --- Didactische evaluatie --- Onderwijskunde --- Didactic evaluation --- evaluatie (onderwijs) --- Evaluatietechnieken ; onderwijs --- Assessment-center-methode --- Evaluatietechnieken --- Portfolio's --- Assessment --- Attitudes --- Vaardigheidstraining --- Kwaliteit --- #BSCH: vak: didactiek --- Evaluatietechniek --- Portfolio --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport --- Attitude --- Kwaliteit (proceskenmerk)

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The goal of this book is to emphasize the formal statistical features of the practice of equating, linking, and scaling. The book encourages the view and discusses the quality of the equating results from the statistical perspective (new models, robustness, fit, testing hypotheses, statistical monitoring) as opposed to placing the focus on the policy and the implications, which although very important, represent a different side of the equating practice. The book contributes to establishing equating  as a theoretical field, a view that has not been offered often before. The tradition in the practice of equating has been to present the knowledge and skills needed as a craft, which implies that only with years of experience under the guidance of a knowledgeable practitioner could one acquire the required skills. This book challenges this view by indicating how a good equating framework, a sound understanding of the assumptions that underlie the psychometric models, and the use of statistical tests and statistical process control tools can help the practitioner navigate the difficult decisions in choosing the final equating function. This book provides a valuable reference for several groups: (a) statisticians and psychometricians interested in the theory behind equating methods, in the use of model-based statistical methods for data smoothing, and in the evaluation of the equating results in applied work; (b) practitioners who need to equate tests, including those with these responsibilities in testing companies, state testing agencies, and school districts; and (c) instructors in psychometric, measurement, and psychology programs. Dr. Alina A. von Davier is a Strategic Advisor and a Director of Special Projects in Research and Development at Educational Testing Service (ETS). During her tenure at ETS, she has led an ETS Research Initiative called Equating and Applied Psychometrics  and has directed the Global Psychometric Services Center. The center supports the psychometric work for all ETS international programs, including TOEFL iBT and TOEIC. She is a co-author of a book on the kernel method of test equating, an author of a book on hypotheses testing in regression models, and a guest co-editor for a special issue on population invariance of linking functions for the journal Applied Psychological Measurement.

Psychology --- Statistical science --- Didactic evaluation --- psychologie --- evaluatie (onderwijs) --- statistiek

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In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries.

Didactic evaluation --- Teaching --- Educational sciences --- onderwijspolitiek --- evaluatie (onderwijs) --- onderwijsonderzoek