The Primacy of Pisa

Books
The Primacy of Pisa Book Cover The Primacy of Pisa
Joseph M. Piro
Education
Lexington Books
September 15, 2019
202

Every nation in the world wants to know where its school system fits into the global education hierarchy. This book discusses how PISA (Programme for International Student Assessment) meets this need and why its influence extends beyond education and into the corridors of government, social, economic, and media power.

Theoretical and Practical Advances in Computer-based Educational Measurement

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Theoretical and Practical Advances in Computer-based Educational Measurement Book Cover Theoretical and Practical Advances in Computer-based Educational Measurement
Bernard P. Veldkamp
Springer

This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks.
The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment.
Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.
This book is open access (free download)

Handbook of Formative Assessment in the Disciplines

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Handbook of Formative Assessment in the Disciplines Book Cover Handbook of Formative Assessment in the Disciplines
Heidi Andrade, Randy E. Bennett, Gregory J. Cizek,
Academic achievement
2019
282

The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement. policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.

A Course in Rasch Measurement Theory

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A Course in Rasch Measurement Theory Book Cover A Course in Rasch Measurement Theory
David Andrich, Ida Marais,
Education
Springer
July 24, 2019
482

This book applies Rasch measurement theory to the fields of education, psychology, sociology, marketing and health outcomes in order to measure various social constructs. The chief focus is on first principles of both the theory and its applications. Because software is readily available to carry out analyses of real data, numerous small examples are provided in the book. The software used in these examples, and which is helpful in working through the text, is RUMM2030 (Rasch unidimensional models for measurement). The book’s main goals are to equip researchers with the confidence they need in order to be in control of the analysis and interpretation of data, and to make professional rather than primarily statistical decisions mechanically. Because statistical principles are necessarily involved, reviews of the requisite statistics are provided in the Appendix. The content is based on courses that have been taught both online and in intensive form for over two decades. Although first principles are emphasised, much of the book is based on research conducted by the two authors and their colleagues.

Classroom Assessment and Educational Measurement

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Classroom Assessment and Educational Measurement Book Cover Classroom Assessment and Educational Measurement
Susan M. Brookhart, James H. McMillan,
Classroom environment
2019
352

Classroom Assessment and Educational Measurementexplores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.

Advancing Human Assessment

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The Methodological, Psychological and Policy Contributions of ETS

Editors: Bennett, Randy, von Davier, Matthias (Eds.)

This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS)

This book is open access under a CC BY-NC 2.5 license (free download)

NCME Announces New Journal, the Chinese/English Journal of Educational Measurement and Evaluation

Books

NCME and Beijing Normal University (BNU) are pleased to announce the establishment of the Chinese/English Journal of Educational Measurement and Evaluation (CEJEME;教育测量与评估双语季刊). CEJEME will be co-edited by Professors Li Cai (UCLA) and Tao Xin(BNU). The journal will be published electronically, beginning in 2020, with all articles presented in both English and Chinese. The mission of the journal is to share advances in scholarship and practice between China and the assessment and evaluation communities in the US and beyond. CEJEME will:

  • Give members of the Chinese assessment and evaluation communities a vehicle for disseminating their advances in scholarship and practice to members of the assessment and evaluation communities around the world; and
  • Give assessment and evaluation community members outside of China a vehicle for sharing their advances in scholarship and practice with their Chinese colleagues.

Source: NCME

Use of data from 21st century skills assessments: Issues and key principles

Books

The main purpose of this publication from the Center for Universal Education (CUE) at the Brookings Institution  is to provide guidance on how data from 21st century skills assessment can be used and interpreted in terms of learning outcomes to inform teaching and learning. Towards this purpose, we put forward actionable recommendations that are both applicable and relevant to the current state of assessing these 21st century skills to enhance learning outcomes, as well as forward-looking in anticipating the future of assessment. In this publication, we consider the purposes of collecting student achievement data associated with 21st century skills, discuss how these data are currently used in various contexts and the challenges associated with each, and finally provide key principles for effective data use both generally and specific to major stakeholders.
More on the Brookings website; download the full report here

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