Knowing what students know : the science and design of educational assessment /

Knowing what students know : the science and design of educational assessment /

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Bibliographic Details
Imprint:Washington, DC : National Academy Press, ©2001.
Description:1 online resource (xiv, 366 pages) : illustrations
Language:English
Subject:
Educational tests and measurements -- United States -- Design and construction.
Cognitive learning theory.
Cognitive learning theory.
Educational tests and measurements -- Design and construction.
United States.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11126187
Hidden Bibliographic Details
Other authors / contributors:Pellegrino, James W.
Chudowsky, Naomi.
Glaser, Robert, 1921-2012.
National Research Council (U.S.). Committee on the Foundations of Assessment.
ISBN:0309512387
9780309512381
0309072727
9780309072724
0305072727
0309072727
9780309072724
Digital file characteristics:data file
Notes:Includes bibliographical references (pages 315-347) and index.
Restrictions unspecified
Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212
digitized 2010 HathiTrust Digital Library committed to preserve
Print version record.
Summary:Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. -- Publisher description.
Other form:Print version: Knowing what students know. Washington, DC : National Academy Press, ©2001 0309072727
Standard no.:9780309072724
Table of Contents:
  • 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.

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