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Knowing what students know : the science and design of educational assessment

Auteur : James W Pellegrino; Naomi Chudowsky; Robert Glaser; National Research Council (U.S.). Committee on the Foundations of Assessment.
Éditeur : Washington, DC : National Academy Press, ©2001.
Édition/format :   Livre électronique : Document : AnglaisVoir toutes les éditions et tous les formats
Base de données :WorldCat
Résumé :

Explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. This work presents principles  Lire la suite...

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Détails

Genre/forme : Electronic books
Format – détails additionnels : Print version:
Knowing what students know.
Washington, DC : National Academy Press, c2001
(DLC) 2001003876
(OCoLC)47225074
Type d’ouvrage : Document, Ressource Internet
Format : Ressource Internet, Fichier informatique
Tous les auteurs / collaborateurs : James W Pellegrino; Naomi Chudowsky; Robert Glaser; National Research Council (U.S.). Committee on the Foundations of Assessment.
ISBN : 0309512387 9780309512381
Numéro OCLC : 52822389
Description : 1 online resource (xiv, 366 p.) : ill.
Contenu : Rethinking the foundations of assessment --
The nature of assessment and reasoning from evidence --
The scientific foundations of assessment --
Advances in the sciences of thinking and learning --
Contributions of measurement and statistical modeling to assessment --
Assessment design and use: principles, practices and future directions --
Implications of the new foundations for asessment design --
Assessment in practice --
Information technologies: opportunities for advancing educational assessment --
Implications and recommendations for research, policy and practice --
Biographical sketches.
Responsabilité : Committee on the Foundations of Assessment, Board on Testing and Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council ; James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, editors.
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