標(biāo)題: Titlebook: Equity and Excellence in Educational Testing and Assessment; Michael T. Nettles (Professor of Education and Pub Book 1995 Springer Science [打印本頁] 作者: Pierce 時間: 2025-3-21 17:01
書目名稱Equity and Excellence in Educational Testing and Assessment影響因子(影響力)
書目名稱Equity and Excellence in Educational Testing and Assessment影響因子(影響力)學(xué)科排名
書目名稱Equity and Excellence in Educational Testing and Assessment網(wǎng)絡(luò)公開度
書目名稱Equity and Excellence in Educational Testing and Assessment網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Equity and Excellence in Educational Testing and Assessment被引頻次
書目名稱Equity and Excellence in Educational Testing and Assessment被引頻次學(xué)科排名
書目名稱Equity and Excellence in Educational Testing and Assessment年度引用
書目名稱Equity and Excellence in Educational Testing and Assessment年度引用學(xué)科排名
書目名稱Equity and Excellence in Educational Testing and Assessment讀者反饋
書目名稱Equity and Excellence in Educational Testing and Assessment讀者反饋學(xué)科排名
作者: BUDGE 時間: 2025-3-22 00:01
Performance-Based Assessments: Contributor or Detractor to Equity?us research. Within each of the major sections of the chapter, the equity concerns are first presented followed by conjectures about ways in which performance assessments may contribute to equity in the nation’s schooling process.作者: 調(diào)整 時間: 2025-3-22 01:12 作者: 整潔 時間: 2025-3-22 07:26 作者: 允許 時間: 2025-3-22 12:20
P. Nisha,Manuel Thomas,T. K. Neelimaational testing and assessment and to examine these issues in the context of the educational reforms that are underway throughout the nation. Several leading assessment experts were commissioned to write papers that were distributed to the participants in the Symposium. This book is comprised of thirteen of those commissioned papers.作者: 眉毛 時間: 2025-3-22 13:37 作者: 眉毛 時間: 2025-3-22 20:43
https://doi.org/10.1007/978-3-030-54157-6rns have been expressed publicly about evidence that American students are unable to perform at acceptable levels in mathematics and about the implications of this low level of performance for the nation’s long-term economic competitiveness.作者: 壓碎 時間: 2025-3-23 01:08 作者: 規(guī)范要多 時間: 2025-3-23 05:05
nt At or Above Percentage of Average Proficient Basic Below Basic Advanced I Students Proficiency I Grade 4 White 71 226 6 31 68 J2 69 16 193 0 Black 7 31 Hispanic 9 202 2 13 41 59 Asian/Pacific Islander 2 216 2 21 55 45 American Indian 2 208 2 15 50 50 Grade 8 70 White 268 3 34 77 23 Black 16 238 0作者: 芭蕾舞女演員 時間: 2025-3-23 09:21 作者: indicate 時間: 2025-3-23 10:16
,überblick über das aquatische ?kosystem,us research. Within each of the major sections of the chapter, the equity concerns are first presented followed by conjectures about ways in which performance assessments may contribute to equity in the nation’s schooling process.作者: 持久 時間: 2025-3-23 16:19 作者: Interferons 時間: 2025-3-23 20:19 作者: inspiration 時間: 2025-3-23 22:10
Introduction: The Pursuit of Equity in Educational Testing and Assessmentational testing and assessment and to examine these issues in the context of the educational reforms that are underway throughout the nation. Several leading assessment experts were commissioned to write papers that were distributed to the participants in the Symposium. This book is comprised of thirteen of those commissioned papers.作者: 追逐 時間: 2025-3-24 06:21
Some Prerequisites for the Establishment of Equitable, Inclusive Multicultural Assessment Systemsvolves developing and implementing culturally sensitive performance assessments for classroom and program use; ensuring congruence among assessments, curriculum and instruction; and using assessment results to improve curriculum, instruction and school programs.作者: 敏捷 時間: 2025-3-24 10:03
Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Assrns have been expressed publicly about evidence that American students are unable to perform at acceptable levels in mathematics and about the implications of this low level of performance for the nation’s long-term economic competitiveness.作者: 果仁 時間: 2025-3-24 11:52
Ryszard J. Chróst,Jürgen Overbeck Newman, 1988). They also include teacher observations and inventories of individual students’ work and behavior as well as of cooperative group work (National Association for the Education of Young Children, 1988).作者: Picks-Disease 時間: 2025-3-24 16:11 作者: 袋鼠 時間: 2025-3-24 20:49
Equity Issues In Performance-Based Assessment Newman, 1988). They also include teacher observations and inventories of individual students’ work and behavior as well as of cooperative group work (National Association for the Education of Young Children, 1988).作者: 違抗 時間: 2025-3-25 01:47 作者: Radiculopathy 時間: 2025-3-25 06:47 作者: 動作謎 時間: 2025-3-25 10:05 作者: 點(diǎn)燃 時間: 2025-3-25 12:03
https://doi.org/10.1007/978-94-011-0633-7Action; Common Core Standards; District; Training; assessment; cognition; education; funding; innovation; mat作者: decode 時間: 2025-3-25 17:48 作者: 豪華 時間: 2025-3-25 23:03 作者: Substance 時間: 2025-3-26 01:07
Equity and Excellence in Group-Administered and Performance-Based Assessments not give all children a fair chance to succeed, because they assume that all children come to the testing situation with roughly the same experiences, experiences that are crucial for success on standardized assessments.作者: placebo-effect 時間: 2025-3-26 05:54
Evaluation in Education and Human Serviceshttp://image.papertrans.cn/e/image/313525.jpg作者: 不溶解 時間: 2025-3-26 10:00
P. Nisha,Manuel Thomas,T. K. NeelimaEquity and Educational Testing and Assessment. The Symposium was held in Washington, DC, and approximately one hundred forty invited educators, politicians, policy makers, and educational assessment experts attended. The purpose was to gain greater understanding of contemporary equity issues in educ作者: 撫育 時間: 2025-3-26 14:01
https://doi.org/10.1007/978-1-4614-2260-0ack. The most widely touted policy alternative is a national system of examinations which would employ “authentic” assessment techniques. These techniques do not require students to select their answers from given alternatives; rather they require students to construct answers, perform, or produce s作者: 吹牛大王 時間: 2025-3-26 19:37 作者: 華而不實(shí) 時間: 2025-3-26 22:14
Ryszard J. Chróst,Jürgen Overbeck schools. The alternatives are frequently called performance-based or “authentic” assessments because they engage students in ‘real world’ tasks rather than multiple choice tests, and evaluate them according to criteria that are important for actual performance in that field (Wiggins, 1989). Such as作者: 牽連 時間: 2025-3-27 01:51 作者: 有其法作用 時間: 2025-3-27 05:18
https://doi.org/10.1007/978-1-4613-3048-6 all students. They are asking such questions as “On what tasks is time being spent?” and“How well can Margaret read?” These questions prompt others: How valid and accurate is the evidence that Margaret was unable to read, especially since that evidence did not show what she did know and could do? W作者: GREG 時間: 2025-3-27 11:57 作者: engrave 時間: 2025-3-27 15:32 作者: 華而不實(shí) 時間: 2025-3-27 21:46 作者: Water-Brash 時間: 2025-3-27 23:05 作者: TOXIC 時間: 2025-3-28 05:04
S. ?abata,J. V?elák,J. Hetflej?ies, are deficient in the kind of intellectual skills that are typical of the affluent mainstream. It is an assumption that appears to be confirmed by objective evidence. Standardized tests have repeatedly demonstrated that, even when schools succeed in remedying deficiencies in basic skills these c作者: 預(yù)知 時間: 2025-3-28 07:42
https://doi.org/10.1007/978-1-4684-2955-8e state of education in America, greater attention has been directed towards ways to better educate the nation’s youth. The consensus emerging from more than a decade of debate is clear: America’s schools have to do a better job! The Nation has become increasingly aware of the fact that America’s sc作者: CLAIM 時間: 2025-3-28 11:25
https://doi.org/10.1007/978-3-319-59309-8hat, in order to address equity concerns successfully in teacher assessment, it is necessary to have equity as a priority from the very inception of the assessment development effort. Moreover, it is necessary to go beyond the test itself and to include considerations beyond those of the immediate t作者: GIDDY 時間: 2025-3-28 15:32
Ulla-Britt Hansson,Christer Wingrenning experience for the learners. Thus, an important criterion for judging the worth of academic activities, including assessments, is their value and contribution to the advancement of student learning. That is, all academic activities may not appear to the casual observer to be directly related to作者: entitle 時間: 2025-3-28 21:50 作者: 修改 時間: 2025-3-28 23:53
A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change Ouack. The most widely touted policy alternative is a national system of examinations which would employ “authentic” assessment techniques. These techniques do not require students to select their answers from given alternatives; rather they require students to construct answers, perform, or produce s作者: 描述 時間: 2025-3-29 03:33 作者: 敲詐 時間: 2025-3-29 08:36 作者: 抗生素 時間: 2025-3-29 11:41 作者: 殺蟲劑 時間: 2025-3-29 15:47
Achieving Equity: Counting on the Classroom all students. They are asking such questions as “On what tasks is time being spent?” and“How well can Margaret read?” These questions prompt others: How valid and accurate is the evidence that Margaret was unable to read, especially since that evidence did not show what she did know and could do? W作者: 紡織品 時間: 2025-3-29 21:31
Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Ass National Academy of Sciences (National Research Council, 1989) and the National Council of Teachers of Mathematics (1989) have specified a new vision of mathematical proficiency—sometimes referred to as “world class standards” for mathematics education—and they have been issued at a time when conce作者: 巨大沒有 時間: 2025-3-30 02:38
Performance-Based Assessments: Contributor or Detractor to Equity? in the educational process of American youth. The discussion presented provides a conceptual framework that is based upon a review of relevant previous research. Within each of the major sections of the chapter, the equity concerns are first presented followed by conjectures about ways in which per作者: NIL 時間: 2025-3-30 06:53
Equity and Excellence in Group-Administered and Performance-Based Assessments not give all children a fair chance to succeed, because they assume that all children come to the testing situation with roughly the same experiences, experiences that are crucial for success on standardized assessments.作者: 不給啤 時間: 2025-3-30 09:48
Using New Forms of Assessment to Assist in Achieving Student Equity: Experiences of the CCSSO State of research based on the database created by the Michigan Educational Assessment Program, the result of a careful research effort of Michigan schools by researchers such as Wilbur Brookover, Larry Lezotte, and the late Ron Edmonds (See Lezotte, 1989). Termed the “effective schools research,” these a作者: opinionated 時間: 2025-3-30 14:27 作者: GIBE 時間: 2025-3-30 18:00 作者: reaching 時間: 2025-3-30 20:55 作者: 秘方藥 時間: 2025-3-31 04:21
Visions of Equity in National Assessmentsning experience for the learners. Thus, an important criterion for judging the worth of academic activities, including assessments, is their value and contribution to the advancement of student learning. That is, all academic activities may not appear to the casual observer to be directly related to作者: Default 時間: 2025-3-31 06:06
Equity and Excellence in Educational Testing and Assessment作者: albuminuria 時間: 2025-3-31 10:40
