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于International Trends in Educational Assessment

编者：

Myint Swe Khine

Myint Swe Khine
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Figures
2.1.	The idea regarding anchor-test-random-groups design	15
2.2.	Three curves generated by GITEST, BILOG, and PARSCALE	18
2.3.	Four curves generated by GITEST and WINSTEPS	19
4.1.	An example Assessment Timeline (assessment within a course)	43
4.2.	An example partial Assessment Landscape (assessment across courses at one level of study)	43
4.3.	An example Assessment Landscape (assessment across courses at two levels of study)	44
4.4.	An example of an Assessment Map	45
4.5.	An example of an Assessment Landscape produced within the university’s LMS	46
6.1.	Student views	68
6.2.	A sample of log stream data	68
6.3.	Example of video recording of two students working on the Laughing Clowns Task	69
Tables
2.1.	Item difficulty of MET 1988–1992	17
2.2.	Ability (θ) of MET 1988–1992	17
6.1.	Process comparison	71
6.2.	CPS process framework	78
6.3.	Guttman analysis of the scored outcomes	81
6.4.	Scoring interpretation of the CPS process framework	83
7.1.	Demographic information on study participants	95
7.2.	Descriptive statistics for the COA of all teachers (n=33)	96
7.3.	Descriptive statistics for the COA of teachers with and without an assessment role	97
7.4.	Themes regarding teacher perceptions of assessment that emerge from the written responses of the participants	99

引用信息

丛编： Contemporary Approaches to Research in Learning Innovations, 卷： 11

Front Matter

1. What Can We Learn from PISA?

2. Rasch Model

3. Assessment Reforms in High-Performing Education Systems

4. The ESCAPE Project

5. The Pitfalls and Potentials of Classroom and Large-Scale Assessments

6. A Process Perspective of Collaborative Problem Solving

7. Assessment Literacy of Turkish Teachers of English Language

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