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The aim of theory and practice in educational measurement is typically to measure abilities and levels of attainment by students in areas such as reading, writing, mathematics, science and so forth. Traditionally, attention focuses on whether assessments are reliable and valid.
Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents and administrators.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
Students taking an assessment. Summative assessment, summative evaluation, or assessment of learning [1] is the assessment of participants in an educational program. Summative assessments are designed both to assess the effectiveness of the program and the learning of the participants.
The tests are aimed at ensuring that student evaluations will provide sound, accurate, and credible information about student learning and performance, however; standardized tests offer narrow information on many forms of intelligence and relying on them harms students because they inaccurately measure a student's potential for success.
The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. [1] [2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.
Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 506–22. Fuchs, L.S. & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28(4 ...
The Trends in International Mathematics and Science Study (TIMSS) is an international assessment by the International Association for the Evaluation of Educational Achievement (IEA) that measures student learning in mathematics and science. NCES initiated the NAEP-TIMSS linking study so that states and selected districts can compare their own ...