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Record Nr. |
UNINA9910778264403321 |
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Titolo |
Assessing national achievement levels in education / / [edited by] Vincent Greaney and Thomas Kellaghan |
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Pubbl/distr/stampa |
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Washington, DC : , : World Bank, , [2008] |
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copyright 2008 |
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ISBN |
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1-281-11323-9 |
9786611113230 |
0-8213-7259-9 |
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Descrizione fisica |
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xiv, 161 pages : illustrations ; ; 26 cm |
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Collana |
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National assessments of educational achievement ; ; v. 1 |
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Altri autori (Persone) |
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GreaneyVincent |
KellaghanThomas |
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Disciplina |
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Soggetti |
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Educational tests and measurements |
Educational evaluation |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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CONTENTS; PREFACE; ACKNOWLEDGMENTS; ABBREVIATIONS; 1. INTRODUCTION; 2. NATIONAL ASSESSMENTS OF STUDENT ACHIEVEMENT; Box 2.1 Ethiopia: National Assessment Objectives; Box 2.2 Examples of Questions Addressed by Vietnam's National Assessment; Box 2.3 Main Elements of a National Assessment; Table 2.1 Differences between National Assessments and Public Examinations; 3. WHY CARRY OUT A NATIONAL ASSESSMENT?; Figure 3.1 The Achievement Gap in the United States for Nine-Year-Old Students: NAEP Reading Assessment, 1971-99 |
Figure 3.2 Percentages of Fourth Grade Students at or above "Proficient" in Reading, NAEP 1992-20034. DECISIONS IN A NATIONAL ASSESSMENT; Box 4.1 Proposed NSC Membership in Sierra Leone; Table 4.1 Options for Implementing a National Assessment; Table 4.2 Advantages and Disadvantages of Census-Based Assessment to Hold Schools Accountable; Table 4.3 PIRLS Reading Comprehension Processes; Box 4.2 Examples of Multiple-Choice Items; Box 4.3 Examples of Open-Ended Items; Figure 4.1 Mean Percentage Correct Scores for Students' Mathematics Performance, by Content Area, |
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Lesotho |
Table 4.4 Percentage Achieving Goal or Mastery Level by Grade, Connecticut, 2006Table 4.5 Bodies with Primary Responsibility for Decisions in a National Assessment; 5. ISSUES IN THE DESIGN, IMPLEMENTATION, ANALYSIS, REPORTING, AND USE OF A NATIONAL ASSESSMENT; 6. INTERNATIONAL ASSESSMENTS OF STUDENT ACHIEVEMENT; Table 6.1 Comparison of TIMSS and PISA; Table 6.2 Percentage of Students Reaching TIMSS International Benchmarks in Mathematics, Grade 8: High- and Low-Scoring Countries; Box 6.1 South Africa's Experience with International Assessments; 7. CONCLUSION; APPENDIX A. COUNTRY CASE STUDIES |
Table A.2.1 Percentages and Standard Errors of Pupils at Different Skill Levels in ReadingTable A.2.2 Relationship between Selected Teacher Variables and Mathematics Achievement; Table A.5.1 Background Data and Source in Sri Lankan National Assessment; Table A.5.2 Percentage of Students Achieving Mastery in the First Language, by Province; Table A.7.1 Index for Merit Awards for Schools in Chile, 1998-99; Table A.9.1 Percentages of Uganda Grade 3 Pupils Rated Profcient in English Literacy, 2005; Figure A.9.1 Grade 6 Literacy Test Score Distribution in Uganda; APPENDIX B. INTERNATIONAL STUDIES |
Table B.1.1 Target Percentages of the TIMSS 2007 Mathematics Tests Devoted to Content and Cognitive Domains, Fourth and Eighth GradesTable B.1.2 TIMSS Distribution of Mathematics Achievement, Grade 8; Table B.2.1 Percentages of Students Reaching PIRLS Benchmarks in Reading Achievement, Grade 4; Figure B.3.1 Sample of PISA Mathematics Items; Figure B.3.2 PISA Mean Reading Literacy Scores and Reading Subscale Scores; Figure B.3.3 Student Proficiency Levels in PISA Mathematics; Figure B.3.4 Percentage of Students at Each Proficiency Level on PISA Mathematics Scale |
Figure B.3.5 Percentage of Students at Each Proficiency Level on PISA Reading Scale |
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Sommario/riassunto |
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The National Assessments of Educational Achievement Series introduces readers to key concepts and issues related to assessments of student achievement levels. The first volume focuses on policy issues which should be addressed when designing and carrying out a national assessment. It features country case studies, and descriptions of major international and regional assessment programs. The remaining books in the series cover test development, sampling, data cleaning, statistics, report writing and using national assessment results to improve educational quality. |
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