000 02242nam a22003497a 4500
001 sulb-eb0017430
003 BD-SySUS
005 20160405140654.0
008 101221s2011||||enk o ||1 0|eng|d
020 _a9780511996276 (ebook)
020 _z9780521194112 (hardback)
020 _z9780521122887 (paperback)
040 _aUkCbUP
_beng
_erda
_cUkCbUP
_dBD-SySUS.
050 0 0 _aLB3051
_b.L425 2011
082 0 0 _a371.260973
_222
100 1 _aLeighton, Jacqueline P.,
_eauthor.
245 1 4 _aThe Learning Sciences in Educational Assessment :
_bThe Role of Cognitive Models /
_cJacqueline P. Leighton, Mark J. Gierl.
264 1 _aCambridge :
_bCambridge University Press,
_c2011.
300 _a1 online resource (278 pages) :
_bdigital, PDF file(s).
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
500 _aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520 _aThere is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment.
650 0 _aEducational tests and measurements
650 0 _aEducational psychology
650 0 _aCognition
700 1 _aGierl, Mark J.,
_eauthor.
776 0 8 _iPrint version:
_z9780521194112
856 4 0 _uhttp://dx.doi.org/10.1017/CBO9780511996276
942 _2Dewey Decimal Classification
_ceBooks
999 _c38868
_d38868