Considers generalizability theory, covering such topics as generalizability studies with nested facets and with fixed facets, measurement error and generalizability co-efficients and decision studies with the same and with different designs.
Considers generalizability theory, covering such topics as generalizability studies with nested facets and with fixed facets, measurement error and ge...
Step-by-step instructions help you choose assessment methods that provide reliable evaluations of your elementary and middle school students' performance in science.
Step-by-step instructions help you choose assessment methods that provide reliable evaluations of your elementary and middle school students' performa...
Two of the most interesting conceptual turns in Richard E. Snow's thinking called for: a broadening of the concept of aptitude to include not only cognitive processes, but also affective and cognative processes as essential for understanding academic performance and learning; and an exploration of the possibility that individual differences in learning and achievement emerge from dynamic person-situation transactions that unfold over time. The articles in this special issue address these "big ideas" through the lens of a study of high school students' achievement in science.
Two of the most interesting conceptual turns in Richard E. Snow's thinking called for: a broadening of the concept of aptitude to include not only cog...
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and...
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However,...
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and...
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However,...
