The learning sciences in educational assessment: the role of cognitive models
There 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,...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2011
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 UPA01 Volltext |
| Zusammenfassung: | There 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (v, 270 pages) |
| ISBN: | 9780511996276 |
| DOI: | 10.1017/CBO9780511996276 |
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Datensatz im Suchindex
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| author | Leighton, Jacqueline P. |
| author_facet | Leighton, Jacqueline P. |
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| contents | The learning sciences in educational assessment: an introduction -- Evaluating cognitive models in large-scale educational assessments -- Cognitive models of task performance for reading comprehension -- Cognitive models of task performance for scientific reasoning and discovery -- Cognitive models of task performance for mathematical reasoning -- Putting it all together: cognitive models to inform the design and development of large-scale educational assessment -- Cognitively-based statistical methods: technical illustrations |
| ctrlnum | (ZDB-20-CBO)CR9780511996276 (OCoLC)949925096 (DE-599)BVBBV043924797 |
| dewey-full | 371.260973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.260973 |
| dewey-search | 371.260973 |
| dewey-sort | 3371.260973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1017/CBO9780511996276 |
| format | Electronic eBook |
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| spelling | Leighton, Jacqueline P. Verfasser aut The learning sciences in educational assessment the role of cognitive models Jacqueline P. Leighton, Mark J. Gierl Cambridge Cambridge University Press 2011 1 online resource (v, 270 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) The learning sciences in educational assessment: an introduction -- Evaluating cognitive models in large-scale educational assessments -- Cognitive models of task performance for reading comprehension -- Cognitive models of task performance for scientific reasoning and discovery -- Cognitive models of task performance for mathematical reasoning -- Putting it all together: cognitive models to inform the design and development of large-scale educational assessment -- Cognitively-based statistical methods: technical illustrations There 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 Educational tests and measurements Educational psychology Cognition Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s Kognitive Psychologie (DE-588)4073586-2 s 1\p DE-604 Gierl, Mark J. Sonstige oth Erscheint auch als Druckausgabe 978-0-521-12288-7 Erscheint auch als Druckausgabe 978-0-521-19411-2 https://doi.org/10.1017/CBO9780511996276 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Leighton, Jacqueline P. The learning sciences in educational assessment the role of cognitive models The learning sciences in educational assessment: an introduction -- Evaluating cognitive models in large-scale educational assessments -- Cognitive models of task performance for reading comprehension -- Cognitive models of task performance for scientific reasoning and discovery -- Cognitive models of task performance for mathematical reasoning -- Putting it all together: cognitive models to inform the design and development of large-scale educational assessment -- Cognitively-based statistical methods: technical illustrations Educational tests and measurements Educational psychology Cognition Kognitive Psychologie (DE-588)4073586-2 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4073586-2 (DE-588)4077202-0 |
| title | The learning sciences in educational assessment the role of cognitive models |
| title_auth | The learning sciences in educational assessment the role of cognitive models |
| title_exact_search | The learning sciences in educational assessment the role of cognitive models |
| title_full | The learning sciences in educational assessment the role of cognitive models Jacqueline P. Leighton, Mark J. Gierl |
| title_fullStr | The learning sciences in educational assessment the role of cognitive models Jacqueline P. Leighton, Mark J. Gierl |
| title_full_unstemmed | The learning sciences in educational assessment the role of cognitive models Jacqueline P. Leighton, Mark J. Gierl |
| title_short | The learning sciences in educational assessment |
| title_sort | the learning sciences in educational assessment the role of cognitive models |
| title_sub | the role of cognitive models |
| topic | Educational tests and measurements Educational psychology Cognition Kognitive Psychologie (DE-588)4073586-2 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements Educational psychology Cognition Kognitive Psychologie Schulleistungsmessung |
| url | https://doi.org/10.1017/CBO9780511996276 |
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