Improving large-scale assessment in education. Theory, issues, and practice. 1. publ.

Sonst. Personen	Simon, Marielle (Hrsg.); Ercikan, Kadriye (Hrsg.); Rousseau, Michel (Hrsg.)
Titel	Improving large-scale assessment in education. Theory, issues, and practice. 1. publ.
Quelle	New York, NY u.a.: Routledge (2013), XVIII, 298 S.Verfügbarkeit
Reihe	Education
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-89457-3; 978-0-415-89457-9
Schlagwörter	Fragebogen; Methode; Skalierung; Auswertung; Diagnostischer Test; Psychometrie; Test; Testauswertung; Testdurchführung; Testmethodik; Testverfahren; Englischunterricht; Mehrsprachigkeit; Messung; Methode; Schüler; Skalierung; Statistik; Test; Lehrbuch; Testauswertung; Auswertung; Fragebogen; Computerunterstütztes Verfahren; Leistungsbeurteilung; Leistungsmessung; Psychometrie; Auswahlverfahren; Schüler; Leistungsbeurteilung; Schülerleistung; Lehrbuch; Mehrsprachigkeit; Englischunterricht; Computerunterstütztes Verfahren; Messung; Statistik; Auswahlverfahren; Leistungsmessung; Prüfverfahren; Statistische Methode
Abstract	Large-scale assessments (LSAs) are playing a growing role in education policy decisions, accountability, and education planning worldwide. This book focuses on central issues that are key components of the successful planning, development, and implementation of LSAs. The book's main distinction is its focus on practice-based cutting-edge research. This is achieved by having chapters co-authored by world-class researchers in collaboration with measurement practitioners. The result is a how-to book whose language is accessible to practitioners and graduate students as well as academics. [...] An introductory chapter is followed by 15 chapters that each focus on a specific issue. The content is prescriptive and didactic in nature but based on the most recent scientific research. It includes successful experiences, exemplary practices, training modules, interesting breakthroughs or alternatives, and promising innovations regarding large-scale assessments. Finally, it covers meaningful topics that are currently taking center stage, such as motivating students, background questionnaires, comparability of different linguistic versions of assessments, and cognitive modeling of learning and assessment. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/2