Knowing what students know : the science and design of educational assessment /
Knowing what students know : the science and design of educational assessment /
Committee on the Foundations of Assessment, Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council ; James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, editors.
- Washington, DC : National Academy Press, c2001.
- xiv, 366 p. : ill. ; 27 cm.
Includes bibliographical references (p. 315-347) and index.
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.
0309072727 9780309072724
2001003876
Educational tests and measurements--United States.
Cognitive learning theory.
371.261
W 20.5
Includes bibliographical references (p. 315-347) and index.
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.
0309072727 9780309072724
2001003876
Educational tests and measurements--United States.
Cognitive learning theory.
371.261
W 20.5