Bøger i Evaluation in Education and Human Services serien

But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.

Ingrained for many years in the science of educational assessment were a large number of "truths" about how to make sense out of testing results, artful wisdoms that appear to have held away largely by force of habit alone.

Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests.

Reviews of the training research literature show that, parallel to the growing attention to corporate training, research has also increased in the field, giving a better understanding of the subject and providing fundamental expertise on which trainers can build.

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.

Every school district needs a system of sound superintendent performance evaluation. 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.

Standardized testing in the United States has been increasing at a rapid pace. One of the main features of this book is that the market for standardized testing is highly fractured - with segments of the market facing monopoly conditions, others facing oligopoly conditions and still others where near free-market conditions exist.

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

On the psychometric front, advances in topics such as item response theory, criterion-referenced measurement, generalizability theory,* analy sis of covariance structures, and validity generalization are reshaping the ways that ability and achievement tests are constructed and evaluated, and that test scores are interpreted.

Finally, this book presents a compendium of important issues about test items, including procedures for ordering items in a test, ethical and legal concerns over using copyrighted test items, item scoring schemes, computer-generated items and more.

Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship.

Examining the Examinations looks at the required advanced science and mathematics examinations taken by university-bound students in seven countries. The book concentrates on comparisons of the examinations, illustrating their similarities and differences with selected questions taken from the actual examinations.

It includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. It also includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models.

Scoring Performance Assessments Based on Judgements focuses on the applications of Generalizability Theory to Performance Assessment. These principles can be used to guide the design of assessment procedures including those used in large-scale testing programs, observations, and structured interviews.

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.

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.

Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their abilities, talents, and potential. In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION 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.

-CONFUCIUS A well written, organized, and concise survey is an important tool in any newly emerging field of study. 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: 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. A: An evaluation design is a conceptual and procedural map for getting important information about training efforts to people who can use it, as shown in the graphic below.

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.

Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed.

In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs.

Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu cational systems.

Intends to develop the institution of education and promote educational opportunities to children and youth worldwide. This book also intends to promote effective assessment policies and practices that enhance sound educational practice.

I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford.

As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises.

In this text, The Training Evaluation Process, David Basarab and Darrell Root provide commercial industry training with a step-by-step approach to use when evaluating training progrruns, thus allowing training to be viewed as an investment rather than an expense.