Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: what kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments - assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. ??A AKnowing What Students Know??AA 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. With the promise of a productive research-based approach to assessment of student learning, ??AAKnowing What Students Know??AA will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
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"The authoritative tool to fight simplistic assessments of learning that are likely to dominate future educational politics." -- Future Survey
"This book is appropriate for all teachers. The text is supported by references and biographies of the contributors." -- NSTA Recommends, 2002
"This book is appropriate for all teachers. The text is supported by references and biographies of the contributors." -- NSTA Recommends, 2002
Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education.
The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective?
At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning.
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.
With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective?
At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning.
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.
With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
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12 of 18 people found the following review helpful:
3.0 out of 5 stars
decent,
By A Customer
This review is from: Knowing What Students Know: The Science and Design of Educational Assessment (Hardcover)
This book is not terrible and provides a good overview and introduction to assessment. The previous reviewer of this book could not have been more wrong about grades. Actually, research shows grades are a horrible predictor of success when controlling for other factors (income, socio-economic status, etc.). Research also shows there is *no* link between a grade and what someone has learned. This is because grades are relative and measure an individual's performance at one time, although I will admit that using multiple methods and more numerous testing will increase the validity of grades. If tied to the learning goals of a course, grades can be effective. But as a policy making tool or measure of what someone has learned, grades really don't say much, if anything at all.
5.0 out of 5 stars
Foundational, exhaustive, and cogent,
Amazon Verified Purchase(What's this?)
This review is from: Knowing What Students Know: The Science and Design of Educational Assessment (Hardcover)
Pellegrino, Chudwosky, and Glaser's book was the ubiquitous entry in each reference section of numerous articles I have read on educational assessment. By its very nature and scope, this report commissioned by the National Research Council and sponsored by the National Science Foundation undergirds any study in educational assessment.
Without much fluff, a committee of well-qualified and experienced professionals set out to answer the simple but far from simplistic question that every educator asks of students, "How do I know they know?" Utilizing advances in contemporary theories of learning, cognition, and measurement, the authors lay a firm foundation for the study and the advancement of educational assessment. The language of the text is academic, illustrative material is succinct, references are exhaustive, and format is easily readable. "Implications for Assessment" are appropriately located in each section within the eight chapters of the book. I highly recommend this book for educational administrators, assessment designers, teachers, teacher educators, educational advocates, and educational assessment researchers. The report's authoritative comprehensiveness is the result of a concerted effort by a select group of scholars, driven by a singular intent, to produce a substantial foundation for the improvement of teaching, learning, and assessing.
5 of 9 people found the following review helpful:
1.0 out of 5 stars
This book is a cure for insomnia,
By
This review is from: Knowing What Students Know: The Science and Design of Educational Assessment (Hardcover)
Unlike the book, this review will be pithy. Purely out of academic necessity I am required to read and utilize "Knowing What Students Know: The Science and Design of Educational Assessment," for a class in the masters program in which I am enrolled in the area of Educational Management. The authors go to painstaking measures to demonstrate their knowledge of a subject that could be explained in half the amount of words and explanations. The book makes the subject matter more complicated than is necessary. It turns a dry subject into a veritable Sahara-like atmosphere.
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