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Knowing what students know : the science and design of educational assessment / Committee on the Foundations of Assessment, Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council ; James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, editors.

Pellegrino, James W. (Added Author). Chudowsky, Naomi. (Added Author). Glaser, Robert, 1921-2012 (Added Author). National Research Council (U.S.). Committee on the Foundations of Assessment. (Added Author).
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  • 1 copy at The Center Library.

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0 current holds with 1 total copy.

Location Call Number / Copy Notes Barcode Shelving Location Status Due Date
The Center Library 371.26 Kno 2001 146617 Stacks Available -

Record details

  • ISBN: 0309072727
  • ISBN: 9780309072724
  • Physical Description: xiv, 366 pages : illustrations ; 27 cm
  • Publisher: Washington, DC : National Academy Press, ©2001.

Content descriptions

Bibliography, etc. Note: Includes bibliographical references (pages 315-347) and index.
Formatted Contents Note: 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.
Summary, etc.: 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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