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Assessing Science Understanding: A Human Constructivist View (Educational Psychology)
by Joel J. Mintzes James H. Wandersee Joseph D. NovakRecent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.
Assessing Second Language Pragmatics (Palgrave Advances in Language and Linguistics)
by Steven J. Ross Gabriele KasperThe first book-length collection of studies on the assessment of pragmatic competencies in a second or foreign language. Grounded in theoretical perspectives on communicative and interactional competencies, it examines the reception and production of speech acts through a variety of assessment methods and quantitative and qualitative analyses.
Assessing Second Language Reading: Insights from Cloze Tests
by Karim SadeghiThis book investigates the issue of cloze-validity as a measure of second language reading comprehension. It starts off by making a distinction between general reading ability and the more specific reading comprehension followed by a thorough review of the related research on L2 reading comprehension and sorting out the confusion in the literature in this categorization. A comprehensive account of cloze procedure is presented discussing its origin, different versions, its use for teaching and testing purposes, as well the latest research on cloze as measures of readability, language proficiency and second language reading. The book includes studies conducted at several stages on validating cloze as a measure of reading and interview and questionnaire techniques are applied to investigate the validity of eight cloze tests, criterion reading tests, and other cloze and reading tests in general. Two new cloze tests, i.e. reader-centered cloze test and phrase cloze test, are also introduced and researched as measures of reading ability. The book concludes with suggestions for developing tests that can better measure reading comprehension in light of recent research insights on the complex and dynamic nature of reading. This book will appeal to researchers, lecturers and graduate and post-graduate students taking a course in Second Language Acquisition, Applied Linguistics, TESOL, Language Assessment, and Educational Measurement.
Assessing Skills and Practice (Key Guides for Effective Teaching in Higher Education)
by Sally Brown Ruth PickfordAssessing Skills and Practice outlines how to ensure fair, consistent and reliable assessment of practical activities. With a particular focus on formative feedback and its role in helping students to understand what is required of them, this guide is packed with advice, examples and case studies covering the key areas, including: assessing across the arts, humanities and sciences – from labwork and clinical practice to dance assessing oral work using feedback ensuring inclusive and fair assessment. This volume is an ideal introduction for new or part-time lecturers and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice.
Assessing Skills and Practice (Key Guides for Effective Teaching in Higher Education)
by Sally Brown Ruth PickfordAssessing Skills and Practice outlines how to ensure fair, consistent and reliable assessment of practical activities. With a particular focus on formative feedback and its role in helping students to understand what is required of them, this guide is packed with advice, examples and case studies covering the key areas, including: assessing across the arts, humanities and sciences – from labwork and clinical practice to dance assessing oral work using feedback ensuring inclusive and fair assessment. This volume is an ideal introduction for new or part-time lecturers and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice.
Assessing Social Impact of Social Enterprises: Does One Size Really Fit All? (SpringerBriefs in Business #0)
by Cecilia GriecoThis book explores the diversity of Social Impact Assessment (SIA) models and outlines a self-assessment on models to support social entrepreneurs. The chapters trace the concept and origins of social entrepreneurship and elicits current implementation of SIA models by social enterprises. The comprehensive review of over seventy five SIA models will be especially useful for social entrepreneurs and researchers.
Assessing Social Science Research Ethics and Integrity: Case Studies and Essays (Clinical Sociology: Research and Practice)
by Harry PerlstadtThis book discusses the development of key issues in research ethics relevant for clinical sociologists, concerning client rights to confidentiality, privacy, and informed consent. It describes the US human research protection system used by clinical and applied sociologists, through a history of research ethics, including the landmark Belmont Report and the creation of the regulatory structure of Institutional Review Boards (IRBs) in the United States. It also discusses ethical research systems in other nations like Canada, the UK, Australia and New Zealand. The book provides a comprehensive account of controversial studies in the US, including Milgram’s Obedience to Authority, Zimbardo’s Stanford Prison Experiment, and the US Public Health Service, and the Tuskegee Syphilis Study, and analyzes how ethical concerns in these studies were or were not resolved. This book covers a topic of core interest to clinical and applied sociologists and other social science practitioners who do research, as well as students and teachers in research ethics courses in anthropology, psychology, political science, sociology, and philosophy, thereby broadening an awareness of clinical sociology.
Assessing Sociologists in Higher Education
by Eric Harrison Robert MearsThis title was first published in 2001. A detailed investigation of the practice of teaching sociology in a climate of increasing scrutiny from external stakeholders. The book explores an academic community accustomed to deconstructing the practices of other professional groups, but now facing a challenge to some of its own beliefs and assumptions.
Assessing Sociologists in Higher Education
by Eric Harrison Robert MearsThis title was first published in 2001. A detailed investigation of the practice of teaching sociology in a climate of increasing scrutiny from external stakeholders. The book explores an academic community accustomed to deconstructing the practices of other professional groups, but now facing a challenge to some of its own beliefs and assumptions.
Assessing Sociologists in Higher Education (Routledge Revivals)
by Eric Harrison Robert MearsThis title was first published in 2001. A detailed investigation of the practice of teaching sociology in a climate of increasing scrutiny from external stakeholders. The book explores an academic community accustomed to deconstructing the practices of other professional groups, but now facing a challenge to some of its own beliefs and assumptions.
Assessing Sociologists in Higher Education (Routledge Revivals)
by Eric Harrison Robert MearsThis title was first published in 2001. A detailed investigation of the practice of teaching sociology in a climate of increasing scrutiny from external stakeholders. The book explores an academic community accustomed to deconstructing the practices of other professional groups, but now facing a challenge to some of its own beliefs and assumptions.
Assessing Spirituality in a Diverse World (Religion, Spirituality And Health: A Social Scientific Approach Ser. #6)
by Raymond F. Paloutzian Amy L. Ai Paul Wink Kevin A. HarrisThis volume addresses an important problem in social scientific research on global religions and spirituality: How to evaluate the role of diverse religious and spiritual (R/S) beliefs and practices within the rapid evolution of spiritual globalization and diversification trends. The book examines this question by bringing together a panel of international scholars including psychologists, sociologists, and researchers in religious studies, public health, medicine, and social work. The content includes chapters describing innovative concepts of post-Christian spirituality, Eastern forms of meditation, afterlife beliefs associated with the three dominant cultural legacies, various non-religious worldviews, spiritual Jihad, and secular and religious reverence. The book also covers such important themes as spiritual well-being, faith, struggle, meaning making, modeling, and support, as well as mysticism and using prayer to cope with existential crises. This book advances the understanding of the role of R/S across different faiths and cultural systems, including both Western and non-Western ones, and enriches the mainstream of psychological sciences and practices. It appeals to students, educators, researchers, and clinicians in multiple related fields and disciplines.
Assessing Student Learning: A Common Sense Guide (Jb - Anker Ser.)
by Linda SuskieAssessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
Assessing Student Learning: A Common Sense Guide
by Linda SuskieAssessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
Assessing Student Learning in Higher Education
by George A Brown Joanna Bull Malcolm PendleburyThere is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn.This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.It explores the nature of conventional assessment such as essays and projects, and also considers less widely used approaches such as self- and peer-assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment.With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.
Assessing Student Learning in Higher Education
by George A Brown Joanna Bull Malcolm PendleburyThere is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn.This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.It explores the nature of conventional assessment such as essays and projects, and also considers less widely used approaches such as self- and peer-assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment.With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.
Assessing Student Learning in the Community and Two-Year College: Successful Strategies and Tools Developed by Practitioners in Student and Academic Affairs
by Megan Moore Gardner Kimberly A. Kline Marilee J. BrescianiThis is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.Contributors are drawn from the following colleges:Borough of Manhattan Community CollegeDavid PhillipsBuffalo State CollegeJoy BattisonKimberly KlineBooker PiperButler County Community CollegeSunday Faseyitan California State University, FullertonJohn HoffmanGenesee Community CollegeThomas PriesterVirginia TaylorHeald CollegeMegan LawrenceStephanie Romano (now with Education Affiliates)Hobart and William Smith CollegesStacey PierceMiami Dade CollegeJohn FrederickBarbara RodriguezNorthern Illinois UniversityVictoria LivingstonParadise Valley Community CollegePaul DaleSan Diego Mesa CollegeJill BakerJulianna BarnesSan Diego State UniversityMarilee BrescianiSan Juan CollegeDavid EppichStark State CollegeBarbara MillikenUniversity of AkronSandra CoynerMegan Moore Gardner
Assessing Student Learning in the Community and Two-Year College: Successful Strategies and Tools Developed by Practitioners in Student and Academic Affairs
This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.Contributors are drawn from the following colleges:Borough of Manhattan Community CollegeDavid PhillipsBuffalo State CollegeJoy BattisonKimberly KlineBooker PiperButler County Community CollegeSunday Faseyitan California State University, FullertonJohn HoffmanGenesee Community CollegeThomas PriesterVirginia TaylorHeald CollegeMegan LawrenceStephanie Romano (now with Education Affiliates)Hobart and William Smith CollegesStacey PierceMiami Dade CollegeJohn FrederickBarbara RodriguezNorthern Illinois UniversityVictoria LivingstonParadise Valley Community CollegePaul DaleSan Diego Mesa CollegeJill BakerJulianna BarnesSan Diego State UniversityMarilee BrescianiSan Juan CollegeDavid EppichStark State CollegeBarbara MillikenUniversity of AkronSandra CoynerMegan Moore Gardner
Assessing Students' Digital Reading Performance: An Educational Data Mining Approach
by Jie HUThis book provides a systematic study of the Programme for International Student Assessment (PISA) based on big data analysis, aiming to examine the contextual factors relevant to students’ digital reading performance. The author first introduces the research landscape of educational data mining (EDM) and reviews the PISA framework since its launch and how it has become an important metric to assess the knowledge and skills of students from across the globe. With a focus on methodology and its applications, the book explores extant scholarship on the dynamic model of educational effectiveness, multi-level factors of digital reading performance, and the application of EDM approaches. The core chapter on the methodology examines machine learning algorithms, hierarchical linear modeling, mediation analysis, and data extraction and processing for the PISA dataset. The findings give insights into the influencing factors of students’ digital reading performance, allowing for further investigations on improving students’ digital reading literacy and more attention to the advancement of education effectiveness. The book will appeal to scholars, professionals, and policymakers interested in reading education, educational data mining, educational technology, and PISA, as well as students learning how to utilize machine learning algorithms in examining the mass global database.
Assessing Students' Digital Reading Performance: An Educational Data Mining Approach
by Jie HUThis book provides a systematic study of the Programme for International Student Assessment (PISA) based on big data analysis, aiming to examine the contextual factors relevant to students’ digital reading performance. The author first introduces the research landscape of educational data mining (EDM) and reviews the PISA framework since its launch and how it has become an important metric to assess the knowledge and skills of students from across the globe. With a focus on methodology and its applications, the book explores extant scholarship on the dynamic model of educational effectiveness, multi-level factors of digital reading performance, and the application of EDM approaches. The core chapter on the methodology examines machine learning algorithms, hierarchical linear modeling, mediation analysis, and data extraction and processing for the PISA dataset. The findings give insights into the influencing factors of students’ digital reading performance, allowing for further investigations on improving students’ digital reading literacy and more attention to the advancement of education effectiveness. The book will appeal to scholars, professionals, and policymakers interested in reading education, educational data mining, educational technology, and PISA, as well as students learning how to utilize machine learning algorithms in examining the mass global database.
Assessing Students' Written Work: Marking Essays and Reports (Key Guides for Effective Teaching in Higher Education)
by Catherine HainesThis practical and realistic book is designed to help practitioners who wish to improve their effectiveness in assessing a large and a diverse range of students. It will help them to: clarify their role in assessment gain confidence on issues and terms and consider variations between discipline compare and extend their current range of solutions to common problems with advice from practitioners consider in more depth essays, reports and projects, plagiarism and language.
Assessing Students' Written Work: Marking Essays and Reports (Key Guides for Effective Teaching in Higher Education)
by Catherine HainesThis practical and realistic book is designed to help practitioners who wish to improve their effectiveness in assessing a large and a diverse range of students. It will help them to: clarify their role in assessment gain confidence on issues and terms and consider variations between discipline compare and extend their current range of solutions to common problems with advice from practitioners consider in more depth essays, reports and projects, plagiarism and language.
Assessing Students' Written Work: Marking Essays and Reports (Key Guides for Effective Teaching in Higher Education)
by Catherine HainesAssessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness and is often done alone, against the clock and with minimal training. This practical and realistic book is designed to help practitioners who wish to improve their impact in assessing a large and diverse range of students. This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools. The second half of the book considers the main assessment methods, with advice addressing common challenges. It will help newer assessors to: clarify their role and make the best use of time and technology gain confidence with assessment terms and processes give motivating feedback and support student writing tailor their approach and learn from practitioners within their discipline to extend their current range of solutions consider in more depth: essays, reports and projects, practicals and fieldwork, mathematically-based learning and exams. Both newly appointed and more experienced lecturers in further and higher education, postgraduate students, part time staff and graduate teaching assistants will find this an invaluable guide and reference tool.
Assessing Students' Written Work: Marking Essays and Reports (Key Guides for Effective Teaching in Higher Education)
by Catherine HainesAssessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness and is often done alone, against the clock and with minimal training. This practical and realistic book is designed to help practitioners who wish to improve their impact in assessing a large and diverse range of students. This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools. The second half of the book considers the main assessment methods, with advice addressing common challenges. It will help newer assessors to: clarify their role and make the best use of time and technology gain confidence with assessment terms and processes give motivating feedback and support student writing tailor their approach and learn from practitioners within their discipline to extend their current range of solutions consider in more depth: essays, reports and projects, practicals and fieldwork, mathematically-based learning and exams. Both newly appointed and more experienced lecturers in further and higher education, postgraduate students, part time staff and graduate teaching assistants will find this an invaluable guide and reference tool.
Assessing Study Abroad: Theory, Tools, and Practice
by Victor Savicki Elizabeth BrewerThis book is intended to guide advisors, administrators, and faculty members engaged with study abroad who are concerned with answering the question: what does study abroad achieve? It will also inform the work of study abroad organizations as well as institutions receiving study abroad students. Offering a broad-based approach to assessment, the book will appeal to those starting out. However, an array of case studies, illustrating the often untidy process of implementation, will equally appeal to those further along by offering creative – and often simple – approaches to common problems. Following an account of how, and why, assessment in the field has evolved, the first part of the book sets the stage for the reader to consider the role of mission and context in determining purpose, goals and outcomes; to identify and consult with stakeholders; determine what data and expertise may already be available on campus; match methods and tools to questions; and create realistic plans to communicate findings, and to act upon them. The second part of the book offers an overview of appropriate tools and strategies for assessing study abroad, emphasizing the importance of carefully formulating and prioritizing assessment questions and understanding the advantages and drawbacks of different instruments. It describes an array of qualitative, quantitative, and mixed methods, illustrating their application with examples of practice, and concludes by outlining the process of putting a plan into action.The book concludes with ten case studies that illustrate various approaches to planning, experimentation, and implementation, some revealing false starts and lessons learned, and all conveying the message that assessment is an iterative, on-going process that needs constant refinement. The cases represent a wide variety of institutional and organizational types and demonstrate how each selected methods suited to their capacities and cultures.