Isbn: 9780521122887 - the learning sciences in educational assessment: the role of cognitive models (25 risultati)

Condizione: New.

Condizione: New.

Paperback. Condizione: New. There is mounting hope in the United States that federal legislation in the form of No Child Left Behind 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.…

Condizione: As New. Unread book in perfect condition.

Condizione: New. Identifies visual models of the knowledge and strategies students consider in the domains of reading, science and mathematics. Num Pages: 278 pages, 18 b/w illus. 6 tables. BIC Classification: JNF; JNKD. Category: (P) Professional & Vocational. Dimension: 229 x 152 x 15. Weight in Grams: 380. . 2014. Illustrated. Paperback. . . . .…

Paperback. Condizione: Very Good. The Learning Sciences in Educational Assessment: The Role Of Cognitive Models This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.…

Condizione: New. Identifies visual models of the knowledge and strategies students consider in the domains of reading, science and mathematics. Num Pages: 278 pages, 18 b/w illus. 6 tables. BIC Classification: JNF; JNKD. Category: (P) Professional & Vocational. Dimension: 229 x 152 x 15. Weight in Grams: 380. . 2014. Illustrated. Paperback. . . . . Books ship from the US and Ireland.…

Paperback. Condizione: New.

Paperback. Condizione: New.

Condizione: New. In English.

Condizione: New.

Paperback. Condizione: Brand New. reprint edition. 270 pages. 9.00x6.00x1.00 inches. In Stock.

Paperback. Condizione: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Condizione: New. pp. 278.

Condizione: As New. Unread book in perfect condition.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 3 working days.

Paperback. Condizione: Brand New. reprint edition. 270 pages. 9.00x6.00x1.00 inches. In Stock.

Kartoniert / Broschiert. Condizione: New. This volume identifies visual models of the knowledge and strategies students consider as they think and perform in the domains of reading, science and mathematics. It also discusses how these models could be adapted, translated and used to design education.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - There is mounting hope in the United States that federal legislation in the form of No Child Left Behind 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.…

Paperback. Condizione: New. There is mounting hope in the United States that federal legislation in the form of No Child Left Behind 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.…

Paperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Condizione: New. Print on Demand pp. 278 18 Illus.

Condizione: New. PRINT ON DEMAND pp. 278.

Paperback. Condizione: new. Paperback. There is mounting hope in the United States that federal legislation in the form of No Child Left Behind 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. This volume identifies visual models of the knowledge and strategies students consider as they think and perform in the domains of reading, science and mathematics. It also discusses how these models could be adapted, translated and used to design educational assessments that are based on advances in the learning sciences. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Taschenbuch. Condizione: Neu. The Learning Sciences in Educational Assessment | The Role of Cognitive Models. by Jacqueline P. Leighton, Mark J. Gierl | Jacqueline P. Leighton (u. a.) | Taschenbuch | Kartoniert / Broschiert | Englisch | 2014 | Cambridge University Press | EAN 9780521122887 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.…