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Titlebook: Cognitive Abilities and Educational Outcomes; A Festschrift in Hon Monica Rosén,Kajsa Yang Hansen,Ulrika Wolff Book 2017 The Editor(s) (if

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發(fā)表于 2025-3-21 19:09:34 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Cognitive Abilities and Educational Outcomes
副標(biāo)題A Festschrift in Hon
編輯Monica Rosén,Kajsa Yang Hansen,Ulrika Wolff
視頻videohttp://file.papertrans.cn/229/228968/228968.mp4
概述Presents contributions from a remarkable line up of respected researchers at the forefront of the social and behavioural sciences discussing important issues of intelligence, educational indicators, e
叢書名稱Methodology of Educational Measurement and Assessment
圖書封面Titlebook: Cognitive Abilities and Educational Outcomes; A Festschrift in Hon Monica Rosén,Kajsa Yang Hansen,Ulrika Wolff Book 2017 The Editor(s) (if
描述.This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results..The bo
出版日期Book 2017
關(guān)鍵詞teacher cognition; theories of the human mind; levels of development; fluid intelligence; crystallized i
版次1
doihttps://doi.org/10.1007/978-3-319-43473-5
isbn_softcover978-3-319-82834-3
isbn_ebook978-3-319-43473-5Series ISSN 2367-170X Series E-ISSN 2367-1718
issn_series 2367-170X
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Mind and Intelligence: Integrating Developmental, Psychometric, and Cognitive Theories of Human Mindf increasing inclusiveness and resolution. Each cycle culminates into an insight about the cycle’s representations and underlying inferential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualizatio
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Balance: A Neglected Aspect of Reporting Test Resultstions are normally distributed, but for small groups like classes or schools, using the central limit theorem might be too optimistic. In this chapter, exact statistical tests are derived. The method will be illustrated using the TIMSS 2011 data for Sweden.
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Views on Classical Statistical Modeling in Competition with the Rasch Methodologyl be presented on the factor analysis model Rasch developed in 1953, a few years before the release of his book in 1960. These visions will allow the consideration of various aspects of these . and their extensions, later re-named as . subsequent to Rasch’s death in 1980.
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