Educational Assessment

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Essay #: 053349
Total text length is 6,142 characters (approximately 4.2 pages).

Excerpts from the Paper

The beginning:
Educational Assessment
With the prominence that student achievement and performance has gained over the last few decades, testing and assessment has come the forefront of research and analysis of education. Increasingly, assessment results are tied to the economics of teaching and learning and so there is a focus on ensuring that those results are authentic and valid. This burgeoning body of knowledge on assessment has fostered rethinking and reformulating ways to capture and report on student learning. Researchers have frequently utilized the model of the assessment triangle for education since the theory was first published by Pellegrino, Chodowsky, and Glaser in 2001.
Assessment is frequently delineated as a process of reasoning about...
The end:
.....ies reported.
References
Marion, S. F. & Pellegrino, J. W. (2006). A validity framework for evaluating the technical quality of alternate assessments. Educational Measurement: Issues and Practice, 25(4), 47-57.
Pelligrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
Shavelson, R., Ruiz-Primo, M., Li, M., Ayala, C., (2003). Evaluating new approaches to assessing learning. National Center for Research on Evaluation. Retrieved July 31, 2009, from ERIC.
Wilson, M. & Brophy, S. (2001). Assessment tools. StateUniversity.com. Retrieved July 31, 2009, from http://education.stateuniversity.com/pages/1772/Assessment-Tools.html