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Measuring and Visualizing Space in Elementary Mathematics Learning
by Richard Lehrer Leona SchaubleMeasuring and Visualizing Space in Elementary Mathematics Learning explores the development of elementary students’ understanding of the mathematics of measure, and demonstrates how measurement can serve as an anchor for supporting a deeper understanding of number operations and rational numbers. The concept of measurement is centrally implicated in a number of mathematical operations, yet is not often given the placement it deserves in the elementary mathematics curriculum. By drawing on K-5 classroom research, authors Lehrer and Schauble have been able to articulate a learning progression that describes benchmarks of student learning about measure in length, angle, area, volume, and rational number, exploring related concepts, classroom experiences, and instructional practices at each stage. Offering a unique, research driven resource for helping students develop a deep understanding of measurement to further enhance mathematical understanding, as well as further learning in other STEM disciplines; the book will be relevant for scholars, teacher educators, and specialists in math education. The book is accompanied by online resources developed for practitioners, including instructional guides, examples of student thinking, and other teacher-focused materials, helping clarify how to bring concepts of measure and rational number to life in classrooms.
Measuring Cocurricular Learning: New Directions for Institutional Research, Number 164 (J-B IR Single Issue Institutional Research)
by Lance C. Kennedy-Phillips Angela Baldasare Michael N. ChristakisThis volume examines the complexities of measuring co-curricular learning and discusses the role of the institutional research professional in measuring learning outside of the classroom. This volume explores: Contemporary theories around co-curricular learning and its influence on student success; The role of accountability and accreditation when considering the methods to measure co-curricular learning; How co-curricular data align with university goals and priorities; The differences between direct and indirect measures of cocurricular learning; and The roles the institutional research office can play as a leader and collaborator in the measurement of co-curricular learning. This is the 164th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Measuring College Learning Responsibly
by Richard J. ShavelsonAccrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed. The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.
Measuring Glass Ceiling Effects in Higher Education: New Directions for Institutional Research, Number 159 (J-B IR Single Issue Institutional Research)
by Jerlando F. L. Jackson Elizabeth M. O’Callaghan Raul A. LeonThis volume offers readers a comprehensive means to understanding glass ceiling effects in higher education. Each chapter approaches the glass ceiling from a different perspective, providing compellingarguments that truly highlight the importance and usefulness of collecting data on this topic. Institutional decision makers will find valuable information to confront the challenge of glass ceiling effects across different institutional environments. Likewise, institutional researchers will find step-by-step protocols to collect and analyze glass ceiling data as well as a variety of rich examples. Readers will not only find this sourcebook useful for institutional planning purposes, but it will also help them truly understand how the glass ceiling impacts women and people of color in higher education.
Measuring Human Return: Understand and Assess What Really Matters for Deeper Learning
by Dr Joanne J. McEachen Mr Matthew KaneMeasure what matters for deeper learning Discover what matters for your students and develop deeper learning outcomes that connect with their lives. How can you develop what matters without solid measurement? Follow this comprehensive, systematic process for assessing and measuring students’ self-understanding, knowledge, competencies, and connection through vignettes, case studies, learning experiences and tools. Develop key system capabilities to build the foundation for sustainable engagement, measurement, and change Discover five comprehensive “frames” for measuring deeper learning Engage in the process of collaborative inquiry Commit to the central, active role of learners by engaging them as active partners in every aspect of their learning
Measuring Human Return: Understand and Assess What Really Matters for Deeper Learning
by Dr Joanne J. McEachen Mr Matthew KaneMeasure what matters for deeper learning Discover what matters for your students and develop deeper learning outcomes that connect with their lives. How can you develop what matters without solid measurement? Follow this comprehensive, systematic process for assessing and measuring students’ self-understanding, knowledge, competencies, and connection through vignettes, case studies, learning experiences and tools. Develop key system capabilities to build the foundation for sustainable engagement, measurement, and change Discover five comprehensive “frames” for measuring deeper learning Engage in the process of collaborative inquiry Commit to the central, active role of learners by engaging them as active partners in every aspect of their learning
Measuring Instructional Results: How To Find Out If Your Instructional Objectives Have Been Achieved (Mager Six-pack Ser.)
by Robert MagerThis book shows you how to develop the tools you need to measure instructional results and demonstrate the value of your training.
Measuring L2 Proficiency
by Amanda Edmonds Pascale LeclercqThe creation of the Common European Framework of Reference for Languages (CEFR) has given rise to interest and debate among policy makers, testers, teachers and researchers alike in the reliability and feasibility of the assessment of second language (L2) proficiency. This volume brings together concrete ideas on identifying and measuring L2 proficiency from different branches of SLA research (psycholinguistic, sociolinguistic, corpus-based, applied linguistics) to contribute to a deeper understanding of what it means to be proficient in an L2. The chapters introduce a wide range of tools that are innovative, reliable, and easy-to-use for the evaluation of learners' language level with respect to both productive and receptive skills and provide a variety of answers to the question of how to assess L2 proficiency in a valid, reliable and practical manner. The collection will therefore inspire language teachers, teacher trainers and language testing specialists and help them adapt their assessment practices when necessary, and will also be a valuable resource for postgraduate students and researchers.
Measuring Literacy: Performance Levels For Adults
by National Research Council of the National AcademiesThe National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults’ literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department’s request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL’S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults’ literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults’ literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.
Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies
by Stephanie M. Jones, Nonie K. Lesaux and Sophie P. BarnesChildren's social–emotional and self-regulation skills are critical for success in school and, ultimately, in the workplace. How can educators determine the most effective approaches for measuring students' interpersonal competencies? And how can they use the data to improve their own practice? Relevant for school leaders, educators, researchers, and other stakeholders, this book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools. Chapters describe measures targeting the individual student, classroom, whole school, and community; highlight implications for instructional decision making; examine key issues in methodology, practice, and policy; and share examples of systematic school- and districtwide implementation.
Measuring Noncognitive Variables: Improving Admissions, Success and Retention for Underrepresented Students
by William SedlacekCo-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Measuring Productivity in Education and Not-for-Profits: With Tools and Examples in R (Management for Professionals)
by Kenneth MooreThis book takes the reader through real-world examples for how to characterize and measure the productivity and performance of NFPs and education institutions—that is, organisations that produce value for society, which cannot be measured accurately in financial KPIs. It focuses on how best to frame non-profit performance and productivity, and provides a suite of tools for measurement and benchmarking. It further challenges the reader to consider alternative and appropriate uses of quantitative measures, which are fit-for-purpose in individual contexts.It is true that the risk of misusing quantitative measures is ever-present. But does that risk outweigh the benefits of forming a more precise and shared understanding of what could generate better outcomes? There will always be concerns about policy and performance management. Goodheart’s Law states that once a measure becomes a target, it is no longer a good measure. This book helps to strike a meaningful balance between what can be measured, what cannot, and how best to use quantitative information in sectors that are often averse to being held up to the light and put on a scale by outsiders.
Measuring Professional Competence for the Teaching of Mathematical Modelling: A Test Instrument (International Perspectives on the Teaching and Learning of Mathematical Modelling)
by Raphael Wess Heiner Klock Hans-Stefan Siller Gilbert GreefrathThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.
Measuring Professional Knowledge: What Knowledge is the Foundation of Professional Skills?
by Felix Rauner Martin AhrensIn this book, we show the replacement of academic and vocational education, which is structured according to subject systems and oriented towards scientific knowledge, by vocational action knowledge. This work process knowledge is the basis for the acquisition of the design competence of vocational specialists, which is becoming increasingly important in the world of work.A modern knowledge concept based on vocational education is developed and documented. In the first part of the book the concept of vocational knowledge is developed, in the second part empirical results from COMET projects are documented, from which the vocational knowledge imparted in different occupations can be read.There has been a confusing discussion about vocational knowledge for decades. In 1991, the KMK agreed on a new concept for vocational education and training with the guiding idea of vocational design competence. It remained open on which vocational knowledge this new guiding idea should be based. Up to now there has been no original vocational pedagogical justification for the vocational knowledge on which vocational design competence is based.
Measuring Quality: United Kingdom and International Perspectives (Routledge Revivals)
by Kathryn Riley Desmond NuttallMoves to develop indicators about school effectiveness and performance have been driven by national trends and debates about performance and accountability. Nationally set indicators – such as the standard assessment tasks, or the publication of performance in public examinations – have increasingly become part of the new education currency: a medium for exercising choice and decision-making in the new education market place. As contributors to this book suggest, such a framework is not unproblematic. Originally published in 1994, this book offers a number of insights into the general debate about performance indicators at the time. It explores the background to the debate; the differing perspectives of policy-makers and practitioners; and the purpose, audiences and values of education indicators, both in the UK and elsewhere.
Measuring Quality of Undergraduate Education in Japan
by Reiko YamadaThis book explores how the global trend of quality assurance in higher education is related to the boom of measuring learning outcomes in Japan. It also presents a comparative study in higher education policy between Japan and the US, examining how both countries have reacted to the demands of globalization. This comparative view will help readers understand the present issues Japanese higher education faces and grasp the commonalties and differences between American and Japanese higher education. The book first explores the forces of globalization that have resulted in Japanese universities emphasizing student learning outcomes. Next, it examines how Japanese higher education has learned from the experience of the U. S. , whose higher education reform has been regarded as a model for Japan. The book explains why quality assurance for teaching and learning has become important for all Japanese higher education institutions. Higher Education on a global basis is now facing a great issue. In order to help students in a competitive global market, universities need to become more teaching-and-learning-centered and develop more internationalized curricula. This book provides comparative views for cultural and structural similarities and differences in higher education in two countries which could explain significant differences in the gains students make in college. It will help readers understand not only how student learning outcomes can be measured, but why universities throughout the world must continually strive to become world-class institutions.
Measuring Scholarly Impact
by Ying Ding Ronald Rousseau Dietmar WolframThis book is an authoritative handbook of current topics, technologies and methodological approaches that may be used for the study of scholarly impact. The included methods cover a range of fields such as statistical sciences, scientific visualization, network analysis, text mining, and information retrieval. The techniques and tools enable researchers to investigate metric phenomena and to assess scholarly impact in new ways. Each chapter offers an introduction to the selected topic and outlines how the topic, technology or methodological approach may be applied to metrics-related research. Comprehensive and up-to-date, Measuring Scholarly Impact: Methods and Practice is designed for researchers and scholars interested in informetrics, scientometrics, and text mining. The hands-on perspective is also beneficial to advanced-level students in fields from computer science and statistics to information science.
Measuring School Performance & Efficiency
by Leanna Stiefel Amy Ellen Schwartz Ross Rubenstein Jeffrey ZabelThis yearbook focuses on alternative ways to measure how well schools are educating their students, delivering what parents want, and using resources efficiently.
Measuring Success: Testing, Grades, and the Future of College Admissions
by Jack Buckley, Lynn Letukas, and Ben WildavskyStandardized tests have become the gateway to higher education... but should they be?For more than seventy-five years, standardized tests have been considered a vital tool for gauging students’ readiness for college. However, few people—including students, parents, teachers, and policy makers—understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants.Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. Contributors: Andrew S. Belasco, A. Emiko Blalock, William G. Bowen, Jim Brooks, Matthew M. Chingos, James C. Hearn, Michael Hurwitz, Jonathan Jacobs, Nathan R. Kuncel, Jason Lee, Jerome A. Lucido, Eric Maguire, Krista Mattern, Michael S. McPherson, Kelly O. Rosinger, Paul R. Sackett, Edgar Sanchez, Dhruv B. Sharma, Emily J. Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick
Measuring the Impact of Dyslexia: Striking a Successful Balance for Individuals, Families and Society
by Carol HayesMeasuring the Impact of Dyslexia shows the considerable benefits of recognising and celebrating the skills of those with information processing differences, explains their unique brain organisation and shows how they can excel as contributing members of society with proper support and guidance. It offers a balanced and research-based perspective to living with this condition, highlighting the huge number of children leaving school with low literacy levels, as a result of undiagnosed information processing differences. Full of critically reflective questions, case studies and interviews with those affected by dyslexia, this text encourages educators of children and young people with dyslexia to challenge their own perceptions by understanding the links between low literacy and anti-social behaviour, poor health, unemployment and limited educational attainment, and includes helpful pointers for improving practice and outcomes. This accessible and readable text is aimed at students, practitioners, researchers and experienced professionals in a range of disciplines to enhance CPD. It is particularly relevant for students working on both taught and research based masters degrees, especially programmes related to specific learning difficulties.
Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes
by Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice Patient OutcomesInterprofessional teamwork and collaborative practice are emerging as key elements of efficient and productive work in promoting health and treating patients. The vision for these collaborations is one where different health and/or social professionals share a team identity and work closely together to solve problems and improve delivery of care. Although the value of interprofessional education (IPE) has been embraced around the world - particularly for its impact on learning - many in leadership positions have questioned how IPE affects patent, population, and health system outcomes. This question cannot be fully answered without well-designed studies, and these studies cannot be conducted without an understanding of the methods and measurements needed to conduct such an analysis. This Institute of Medicine report examines ways to measure the impacts of IPE on collaborative practice and health and system outcomes. According to this report, it is possible to link the learning process with downstream person or population directed outcomes through thoughtful, well-designed studies of the association between IPE and collaborative behavior. "Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes" describes the research needed to strengthen the evidence base for IPE outcomes. Additionally, this report presents a conceptual model for evaluating IPE that could be adapted to particular settings in which it is applied. "Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes" addresses the current lack of broadly applicable measures of collaborative behavior and makes recommendations for resource commitments from interprofessional stakeholders, funders, and policy makers to advance the study of IPE.
Measuring the Value of a Postsecondary Education
by Mary Catharine Lennon Ken NorrieMeasuring the Value of a Postsecondary Education is an insightful collection of essays that respond to current and pressing questions in the field of higher education: What do we mean by "quality" of education? What do courses and programs promise to deliver, and do they succeed? What do we know about improving learning outcomes, and is reform possible? Comprised of papers presented at a conference of experts convened by the Higher Education Quality Council of Ontario in 2011, the book begins by evaluating pioneering initiatives in Europe, and follows this with reports on efforts to measure and evaluate learning outcomes. Drawing on over two decades of work by international agencies, governments, and foundations in identifying and evaluating learning outcomes in higher education, Measuring the Value of a Postsecondary Education encourages educational institutions to draw on this evidence in revising course and program offerings. Bringing together international leaders and innovators in the field, this book is an important analysis of progress in enhancing learning quality and directions for future reform. Contributors include Jeana Abromeit (Alverno College), Roger Benjamin (Council for Aid to Education), Ken Dryden (Canadian politician), Michael Gallagher (Group of Eight), Virginia Hatchette (Postsecondary Education Quality Assessment Board), Jillian Kinzie (Indiana University), Diane Lalancette (Organisation for Economic Co-operation and Development), Holiday Hart McKiernan (Lumina Foundation), Robert Wagenaar (University of Groningen), and Lorne A. Whitehead (University of British Columbia).
Measuring the Value of a Postsecondary Education (Queen's Policy Studies Series #162)
by Ken Norrie Mary Catharine LennonMeasuring the Value of a Postsecondary Education is an insightful collection of essays that respond to current and pressing questions in the field of higher education: What do we mean by "quality" of education? What do courses and programs promise to deliver, and do they succeed? What do we know about improving learning outcomes, and is reform possible? Comprised of papers presented at a conference of experts convened by the Higher Education Quality Council of Ontario in 2011, the book begins by evaluating pioneering initiatives in Europe, and follows this with reports on efforts to measure and evaluate learning outcomes. Drawing on over two decades of work by international agencies, governments, and foundations in identifying and evaluating learning outcomes in higher education, Measuring the Value of a Postsecondary Education encourages educational institutions to draw on this evidence in revising course and program offerings. Bringing together international leaders and innovators in the field, this book is an important analysis of progress in enhancing learning quality and directions for future reform. Contributors include Jeana Abromeit (Alverno College), Roger Benjamin (Council for Aid to Education), Ken Dryden (Canadian politician), Michael Gallagher (Group of Eight), Virginia Hatchette (Postsecondary Education Quality Assessment Board), Jillian Kinzie (Indiana University), Diane Lalancette (Organisation for Economic Co-operation and Development), Holiday Hart McKiernan (Lumina Foundation), Robert Wagenaar (University of Groningen), and Lorne A. Whitehead (University of British Columbia).
Measuring University Internationalization: Indicators across National Contexts (Palgrave Studies in Global Higher Education)
by Catherine Yuan GaoThis book investigates university internationalization in different national contexts and compares internationalization performance across national boundaries. Internationalization has been recognised by policymakers as the key to perform successfully within the new global context: the author identifies primary motivations for universities to embrace this agenda, and deconstructs the phenomenon into measurable dimensions and components. Using extensive qualitative data from university leaders and practitioners, this book analyses the global forces that shape the international education landscape, and reviews the existing instruments for measuring internationalization. In doing so, the author proposes an integrated understanding of university internationalization and indicates benchmarks that can help to quantify and measure this phenomenon. This book will be of interest and value to students and scholars of university internationalization.
Measuring Up: What Educational Testing Really Tells Us
by Daniel KoretzMeasuring Up demystifies educational testing - from MCAS to SAT to WAIS. Bringing statistical terms down to earth, Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing