The learning sciences in educational assessment. The role of cognitive models. 1. paperback ed.

Autor/inn/en	Leighton, Jacqueline P.; Gierl, Mark J.
Titel	The learning sciences in educational assessment. The role of cognitive models. 1. paperback ed.
Quelle	New York, NY: Cambridge Univ. Press (2014), V, 270 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-521-12288-0; 978-0-521-12288-7
Schlagwörter	Vergleichsuntersuchung; Kognitionswissenschaft; Kognitiver Prozess; Lerndiagnostik; Lernstandserhebung; Schüler; Leistungsbeurteilung; Schülerleistung; Kognitives Lernen; Lernforschung; Lerntheorie; Forschendes Lernen; Datenerfassung; Lesefertigkeit; Lesekompetenz; Mathematische Kompetenz; Mathematisches Denken; Messverfahren; Wissenschaftsverständnis; Leistungsmessung; Statistische Methode
Abstract	There is mounting hope in the United States that federal legislation in the form of "No Child Left Behind" and the "Race to the Top" fund 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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4