Knowing what students know
the science and design of educational assessment
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Contributions
- Pellegrino, James W. - Contributor
- Chudowsky, Naomi. - Contributor
- Glaser, Robert, 1921- - Contributor
- National Research Council (U.S.). Division of Behavioral and Social Sciences and Education. Committee on the Foundations of Assessment. - Contributor
Publication
2001 - National Academy Press, Washington, DC, District of Columbia
Language
English
Word Count
91,500 words, Guess
Page Count
366 pages
Identifiers
- Open LibraryOL15577363M
- ISBN-100309072727
- OCLC Control Number47225074
- OCLC Control Numberknowingwhatstude00asse
- Library of Congress Control Number2001003876
and 2 more
- LibraryThing5155246
- Goodreads1339640
Classifications
- LCCLB3051 .K59 2001
Alternate Titles
- Center for Educational Pluralism Collection.
Description
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.
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- Knowing what students know: the science and design of educational assessment
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