000			04429nam a2200433 i 4500
001			BRILL9789087909147
003			nllekb
005			20260610104735.0
007			cr un uuuua
008			191130s2009 ne sb 001 0 eng d
020			_a9789087909147 _q(electronic book)
020			_z9789087909130 _q(print)
024	7		_a10.1163/9789087909147 _2DOI
035			_a(OCoLC)1096222821
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB3051
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.27 _223
100	1		_aLamprianou, Iasonas, _eauthor.
245	1	2	_aA Teacher's Guide to Educational Assessment : _ba Revised Edition / _cIasonas Lamprianou; James A. Athanasou.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2009.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Introduction to Assessment -- The Varying Role and Nature of Assessment -- Fundamental Concepts of Measurement -- Validity and Validation of Assessments -- The Reliability of Assessment Results -- Analysing Tasks and Questions -- Objective Measurement Using the Rasch Model (For Non-Mathematicians) -- The Partial Credit Rasch Model -- Further Applications of the Rasch Model -- Planning, Preparation and Administration of Assessments -- Assessment of Knowledge: Constructed Response Questions -- Assessment of Knowledge: Selected Response Questions -- Assessment of Performance and Practical Skills -- Assessment of Attitude and Behaviour -- Grading Performance and Results -- Test Equating -- Code of Fair Testing Practices in Education -- Assessment Topics and Resources -- Percentile Ranks and Standard Scores -- An Informal Derivation of the Rasch Model -- Arithmetic Test -- Student Feedback on Teaching and Subjects -- How to Use Ms Excel© to Analyse Results -- Answers to Review Questions -- Index -- Glossary of Terms Used -- About the Authors -- References and Notes.
520			_aThis book is a natural step beyond our earlier text A Teacher’s Guide to Assessment, which was published almost six years ago. The purpose of this book is to offer a straightforward guide to educational assessment for teachers at all levels of education, including trainers and instructors. The scope of this book is wider, however, and the targeted audience is broader than the first edition. It is designed to address the needs not only of those taking a first course in educational assessment and measurement but it can also usefully serve students at the post-graduate level, as well as experienced teachers, trainers and instructors who would like to update their knowledge and acquire practical skills using relevant quantitative methods. The book is appropriate for an international audience. In this revised edition we have added new and important material which covers the assessment arrangements necessary for people with special needs and the use of technology for assessment purposes. We have elaborated on the dangers of differential item functioning; we have extended the Rasch measurement material; and enriched the book with practical examples using Microsoft Excel. The main message of the book is that assessment is not based on commonsense but on a huge body of international research and application over many years. Testing is a powerful, vital and large part of a teacher’s assessment arsenal because it can be practical, structured and very informative. The correct use of testing, either in its traditional paper-and-pencil form or in its modern technology-based style can be a formidable ally for every teacher who aspires to practise evidence-based teaching and learning.
588			_aDescription based on print version record.
650		0	_aSchool children _xAbility testing.
650		0	_aEducational evaluation.
650		0	_aEducational tests and measurements.
700	1		_aAthanasou, James A., _eauthor.
776	0	8	_iPrint version: _tA Teacher's Guide to Educational Assessment: Revised Edition, _dLeiden Boston : Brill | Sense, 2009 _w9789087909130
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087909147
999			_c11563 _d11563