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Sociology of education --- Didactic evaluation --- assessments (onderwijs) --- onderwijs

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Adult education. Lifelong learning --- assessments (onderwijs) --- competenties --- basiseducatie

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This book focuses on the relationship between cultural capital and student achievement. It fills the gap in the literature on large-scale quantitative studies of the effects of cultural capital. In particular, the review of empirical evidence presented, especially that from studies analyzing large-scale, international data from the Programme for International Student Assessment (PISA), makes a substantial contribution to the literature. This review addresses the knowledge gap on reviews investigating the effects of different forms of cultural capital on student achievement as compared to the more established evidence base in the related field of socioeconomic status.

Sociology of education --- Didactic evaluation --- assessments (onderwijs) --- onderwijs

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The arrival of the computer in educational and psychological testing has led to the current popularity of adaptive testing---a testing format in which the computer uses statistical information about the test items to automatically adapt their selection to a real-time update of the test taker's ability estimate. This book covers such key features of adaptive testing as item selection and ability estimation, adaptive testing with multidimensional abilities, sequencing adaptive test batteries, multistage adaptive testing, item-pool design and maintenance, estimation of item and item-family parameters, item and person fit, as well as adaptive mastery and classification testing. It also shows how these features are used in the daily operations of several large-scale adaptive testing programs. Wim J. van der Linden is Chief Research Scientist at CTB/McGraw-Hill, Monterey, CA. His specialization is psychometric theory and methods, and he has been an active researcher of adaptive testing throughout his career. For Springer, he wrote Linear Models for Optimal Test Design (2005) and co-edited Handbook of Modern Item ResponseTheory (1997). He is a past president of the Psychometric Society and recipient of lifetime achievement awards from the National Council for Measurement in Education (NCME) and the Association of Test Publishers (ATP). Cees A. W. Glas is Professor of Social Science Research Methodology, University of Twente, the Netherlands. His specialization is psychometric theory and methods, with an emphasis on item response theory, adaptive testing, model fit analysis, and missing data. Professor Glas is a co-author of Educational Evaluation, Assessment, and Monitoring (Swets & Zetlinger, 2003). Currently, he is a member of the Editorial Board of Psychometrika and serves as a technical consultant to the OECD programs for international student assessment (PISA) and the assessment of adult competencies (PIAAC).

Psychology --- Sociology --- Statistical science --- Law --- Didactic evaluation --- Mathematical statistics --- psychologie --- assessments (onderwijs) --- evaluatie (onderwijs) --- wetgeving --- statistiek

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Written by Daisy Christodoulou, Making Good Progress? The future of Assessment for Learning asks what an effective and evidence-based accessment system looks like. Daisy Christodoulou draws on her experience as the Head of Assessment at a leading chain of academy schools in England to challenge perceptions and practice around classroom assessment. Christodoulou presens a research-informed examination on the importance of assessment that will help raise standards in the classroom. Making Good Progress? condenses the most up-to-date research and presents it in an accessible format, giving educators the confidence to implement an effective assessment system in their school. (bron: covertekst)

Didactic evaluation --- assessments (onderwijs) --- evaluatie (onderwijs) --- Assessment-center-methode ; hoger onderwijs --- Onderwijsvernieuwing ; Groot-Brittannië --- Academische prestatie