| 000 | 02279nam a22003618a 4500 | ||
|---|---|---|---|
| 001 | CR9780511996276 | ||
| 003 | UkCbUP | ||
| 005 | 20180107143415.0 | ||
| 006 | m|||||o||d|||||||| | ||
| 007 | cr|||||||||||| | ||
| 008 | 101221s2011||||enk s ||1 0|eng|d | ||
| 020 | _a9780511996276 (ebook) | ||
| 020 | _z9780521194112 (hardback) | ||
| 020 | _z9780521122887 (paperback) | ||
| 040 |
_aUkCbUP _cUkCbUP _erda |
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| 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 / [electronic resource] _cJacqueline P. Leighton, Mark J. Gierl. |
| 264 | 1 |
_aCambridge : _bCambridge University Press, _c2011. |
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| 300 |
_a1 online resource (278 pages) : _bdigital, PDF file(s). |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 500 | _aTitle from publisher's bibliographic system (viewed on 09 Oct 2015). | ||
| 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. |
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| 776 | 0 | 8 |
_iPrint version: _z9780521194112 |
| 856 | 4 | 0 |
_uhttp://dx.doi.org/10.1017/CBO9780511996276 _zCambridge Books Online |
| 999 |
_c236725 _d236725 |
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