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While this  notion is widely accepted among economists, it is not widely  appreciated in educational research. A second motivation for the book  is that very little scholarly attention has been focused on the  standardized testing industry. This topic - the structure of the  testing industry and implications for the quality of tests and test  use - affects how we evaluate the learning of students, the  effectiveness of teaching, the quality of schools and the educational  health of the nation. Of particular concern to the authors is one  vital aspect of test quality: test validity.   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Our collaboration with the Pittsburgh public school system is described, as are the methods and structure we used to build the case histories of our work with the district. Part I, encompassing chapters 3 through 9, addresses basic generaliza- tions about decision-oriented educational research that we have derived from our experiences.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52132879466769,"sku":"NLS9780898382013","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780898382013.jpg?v=1757521247"},{"product_id":"changing-assessments-book-bernard-r-gifford-9780792391777","title":"Changing Assessments","description":"Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. 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The reader will come to grasp the essence of  sound teacher evaluation and will be able to apply its principles,  facts, ideas, processes, and procedures. Finally, the book invites and  assists school professionals and other readers to examine the latest  developments in teacher evaluation.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52135711146257,"sku":"NLS9780792395812","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780792395812.jpg?v=1757550486"},{"product_id":"evaluability-assessment-book-mf-smith-9780792390367","title":"Evaluability Assessment","description":"My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P. K. Y onge Laboratory School. 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THE NATIONAL COMISION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon National Commission on Testing and Public Policy to investigate some of the major problems as well as the untapped opportunities created by recent trends in the use of standardized tests, particularly in the workplace and in schools.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52136810742033,"sku":"NLS9789401076296","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401076296.jpg?v=1757555149"},{"product_id":"changing-assessments-book-bernard-r-gifford-9789401053181","title":"Changing Assessments","description":"Bernard R. 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In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. 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My reflections are those of an observer from abroad but who, over the last 25 years, has been close enough to overcome the aloofness of the foreigner. Tyler has over many years been criss-crossing the North American con- tinent generously giving advice to agencies at the federal, state, and local levels, lecturing, and serving on many committees and task forces that have been instrumental in shaping American education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52141152174353,"sku":"NLS9789401077088","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401077088.jpg?v=1757576553"},{"product_id":"evaluation-of-continuing-education-in-the-health-professions-book-stephen-abrahamson-9789401087070","title":"Evaluation of Continuing Education in the Health Professions","description":"Phil R. Manning Can you prove that continuing education really makes any difference? Over the years, educators concerned with continuing education (CE) for health professionals have either heard or voiced that question in one form or another more than once. But because of the difficulty in measuring the specific effects of a given course, program, or conference, the question has not been answered satisfactorily. Since CE is costly, since CE is now mandated in some states for re-registration, and since its worth has not been proven in for- mal evaluation research, the pressure to evaluate remains strong. The question can be partially answered by a more careful definition of continuing education, particularly the goals to be achieved by CEo Another part of the answer depends on the development of a stronger commitment to evaluation of CE by its providers. But a significant part of the answer might be provided through the improvement of methods used in evaluation of continuing education for health professionals. 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This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the bread and butter of a critical approach to inquiry.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52141220135185,"sku":"NLS9789401083775","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401083775.jpg?v=1757576747"},{"product_id":"evaluation-in-decision-making-book-naftaly-s-glasman-9789401077033","title":"Evaluation in Decision Making","description":"This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions. 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This book addresses assessment issues in light of the present state of  affairs. The first part discusses new alternatives in the assessment  of achievement in various subject areas, focusing on agenda, practice,  impact and evaluation of the assessment. 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These three issues provided the focus for a four-day conference that was held at St. Hugh's College, Oxford University, in June 1993. The conference theme-Test Use with Children and Youth: International Pathways to Progress-underscores the importance of addressing testing issues as efforts to improve educational opportunities for children and youth move forward. Leaders from more than seventy nations met at the United Nations- sponsored World Summit for Children in 1990 to support ratification of the Convention on the Rights of the Child. 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Virtually every new research area has its roots in several diverse areas and many of the initial fundamental results are dispersed across a wide range of journals, books, and conferences in many dif- ferent sub fields. A good survey should bring together these results. But just a collection of articles is not enough. Since terminology and notation take many years to become standardized, it is often difficult to master the early papers. In addition, when a new research field has its foundations outside of computer science, all the papers may be difficult to read. Each field has its own view of el- egance and its own method of presenting results. A good survey overcomes such difficulties by presenting results in a notation and terminology that is familiar to most computer scientists. A good survey can give a feel for the whole field. 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(Experienced evaluators or other professional educators can find useful guides and worksheets in it.) Q: If I work through this manual, what will I accomplish? A: You will develop one or more evaluation designs, and perhaps you'll also use the designs to evaluate something to make it better or to document its current value. Q: What is an evaluation design? 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It was written for those who plan to conduct such research, as well as for policy makers and educational administrators who might have such research conducted for them. The book is divided into three main parts. Part I is background. Chapter 1 describes some of the basic themes that are woven throughout subsequent chapters on decision-oriented research. These themes include the impor- tance of taking a systems view of educational research; of understanding the nature of decision and policy processes and how these influence system re- search; of integrating research activities into the larger system's processes; of the role of management in the research process; of researchers and managers sharing a sense of educational purposes; and of emphasizing system improvement as a basic goal of research process. Chapter 2 is a discussion of the background of the research activities that form the bases of this book. 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More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. 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Our purpose is to provide training professionals in business and industry, and students of human resources development with an overview of current models and issues in educational evaluation. The book is organized around three themes: context, models, and issues. The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice. The models section brings together contributions from some of the most influential thinkers and practitioners in the field. The chapters in this section provide perspective on the dominant themes and emergent trends from individuals who have been, and continue to be, the drivers of those trends. 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School district superintendents are and must  be accountable to their school boards, communities, faculties, and  students for delivering effective educational leadership. To assure  that they are evaluated fairly, competently, and functionally,  superintendents need to help their school boards plan and implement  evaluation systems that adhere to the evaluation standards.    Superintendent Performance Evaluation outlines some of the  problems and deficiencies in current evaluation practice and offers  professionally-based leads for strengthening or replacing  superintendent performance evaluation systems. This book focuses on  the on-the-job performance of school district superintendents as they  implement school board policy. The decision to focus on performance  evaluation reflects the importance of this kind of evaluation in the  move to raise educational standards and improve educational  accountability. Boards and superintendents are advised to make  superintendent performance evaluation an integral part of the  district's larger system for evaluating district needs, plans,  processes, and accomplishments.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52330950754577,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52330951311633,"sku":"NLS9789401062510","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401062510.jpg?v=1758146916"},{"product_id":"measuring-up-book-arie-l-nettles-9789401058902","title":"Measuring Up","description":"Measuring Up revisits vital issues of equity and  assessment through the research efforts and insights of many of the  nation's most prominent educators and assessment experts. As its most  urgent purpose, the publication aims to sensitize readers to the  unfairness and inappropriate uses of testing instruments which under  optimal circumstances have the potential to benefit all students.     With America fervently espousing both national and state testing, the  differential performance by race and social class raises the specter  of tests as barriers to life milestones such as promotion, graduation,  and college admissions. In response to such punitive testing, the  papers included here explore a host of models and practices that are  currently being piloted both in America and abroad as educators  grapple with the effects the assessment is having on minority and  disadvantaged students and school systems. In the process, outcomes of  innovative portfolio and authentic assessments are weighed against  important standards and principles of validity and consequences.    As the various authors probe the gap between African-American and  White test scores, they raise important questions of resources, family  background and educational opportunity. Beyond their value of their  recommendations to educators, their papers help to identify causes of  pupil deficiencies in ways that can be addressed by policymakers. 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Educators and policy  makers need to document the extent of this crisis, to gauge its  potential impact, and to develop educational strategies that would  boost achievement; this has turned the spotlight on educational  assessment - the procedures, practices, and tools that educators use  to measure the progress of students, both as individuals and  groups.   This book deals with a range of issues within the field of educational  assessment, with an emphasis on those issues that have sparked the  public policy debate in recent years. Much of this volume concerns  itself with the impact of testing on various subgroups of the  population - blacks, Hispanics, young children, and children  considered to be of `below average' ability. Taken together, the  contributions to this volume represent a broad range of views on  differential test performance.   (This book is part of the subseries of books based on the Ford  Foundation's National Commission on Testing and Public Policy.  Previous titles in this program include Gifford \u0026amp; Wing\/Test in  Defense, Gifford \u0026amp; O'Connor\/Changing Assessments,  Gifford\/Test Policy and the Politics of Opportunity Allocation,  and Gifford\/Test Policy and Test Performance.)","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52331050303761,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52331050828049,"sku":"NLS9789401049870","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401049870.jpg?v=1758147200"},{"product_id":"alternatives-in-assessment-of-achievements-learning-processes-and-prior-knowledg-book-menucha-birenbaum-9789401042871","title":"Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge","description":"Achievement assessment has undergone a major shift, from what  some call a `culture of testing' to a `culture of assessment'.  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