Practical Statistics for Educators

Ruth Ravid

Rowman & Littlefield Publishers | 2010 - 4ª edição | 273 páginas | pdf | 1 Mb

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Practical Statistics for Educators, 4th edition focuses on the application of research and statistics as applied specifically to education. Since the first edition came out in 1994, thousands of students in educational statistics courses and their professors have found it to be an excellent textbook. Educational practitioners have also appreciated keeping this book on their reference shelf. Now in its fourth edition, this well-regarded text is a clear and easy-to-follow manual for use in introductory statistics or action research courses. Ruth Ravid concentrates on the essential concepts in educational statistics including when to use various statistical tests and how to interpret the results. Testing and test score interpretation, reliability, and validity are included to help students understand these topics which are essential for practitioners in education. 
Real-life examples, used generously throughout, are taken from the field of education and presented to illustrate the various concepts and terms. Chapter previews and summaries, as well as a glossary of the main terms and concepts, help readers navigate the book, focus on the most important points, and build upon the knowledge gained from each chapter.
New in this edition are updated and improved graphics, revised and enhanced text, and examples. Lengthy appendixes-tables are deleted and their relevant sections are integrated into the chapters. Detailed and complicated computational steps have also been eliminated.

Contents
Part I. Introduction 
Chapter 1: An Overview of Educational Research Basic (Pure), Applied, and Action Research Quantitative vs. Qualitative Research Experimental vs. Nonexperimental Research Summary 
Chapter 2: Basic Concepts in Statistics  Variables and Measurement Scales Populations and Samples Parameters and Statistics Methods of Sampling Sample Bias Size of Sample Parametric and Nonparametric Statistics Descriptive and Inferential Statistics Using Hypotheses in Research Probability and Level of Significance Errors in Decision Making Degrees of Freedom Effect Size Using Samples to Estimate Population Values Steps in the Process of Hypothesis Testing And Finally... Summary 
Part II. Descriptive Statistics 
Chapter 3: Organizing and Graphing Data Organizing Data Graphing Data Drawing Accurate Graphs Summary 
Chapter 4: Measures of Central Tendency Mode Median Mean Comparing the Mode, Median, and Mean Summary 
Chapter 5: Measures of Variability The Range Standard Deviation and Variance Summary 
Part III. The Normal Curve and Standard Scores 
Chapter 6: The Normal Curve and Standard Scores The Normal Curve Standard Scores Summary 
Chapter 7: Interpreting Test Scores Norm-Referenced Tests Criterion-Referenced Tests Summary 
Part IV. Measuring Relationships 
Chapter 8: Correlation Pearson Product Moment Factors Affecting the Correlation The Coefficient of Determination and Effect Size Intercorrelation Tables Correlation Tables Summary 
Chapter 9: Prediction and Regression Simple Regression Multiple Regression Summary 
Part V. Inferential Statistics 
Chapter 10: t test Hypotheses for t Tests Independent-Samples t Test An Example of a t Test for Independent Samples t Test for Paired Samples An Example of a t Test for Paired Samples t Test for a Single Sample An Example of a t Test for a Single Sample Summary 
Chapter 11: Analysis of Variance One-Way ANOVA Conceptualizing the One-Way ANOVA Hypotheses for a One-Way ANOVA The ANOVA Summary Table Further Interpretation of the F Ratio An Example of a One-Way ANOVA Post Hoc Comparisons Two-Way ANOVA Conceptualizing the Two-Way ANOVA Hypotheses for the Two-Way ANOVA Graphing the Interaction The Two-Way ANOVA Summary Table An Example of a Two-Way ANOVA Summary 
Chapter 12: Chi Square Test Assumptions for the Chi Square Test The Chi Square Test of Independence Summary 
Part VI. Reliability and Validity 
Chapter 13: Reliability Understanding the Theory of Reliability Methods of Assessing Reliability The Standard Error of Measurement Factors Affecting Reliability How High Should the Reliability Be? Summary 
Chapter 14: Validity Content Validity Criterion-Related Validity Concurrent Validity Predictive Validity Construct Validity Face Validity Assessing Validity Test Bias Summary Part Seven: Conducting Your Own Research 
Chapter 15: Planning and Conducting Research Studies Research Ethics The Research Proposal Introduction Literature Review Methodology References The Research Report Results Discussion Summary 
Chapter 16: Choosing the Right Statistical Test Choosing a Statistical Test: A Decision Flowchart Examples Scenarios 

Beyond Testing: Towards a theory of educational assessment

Caroline Gipps

Routledge | 2011 | 177 páginas | rar - PDF | 670 kb

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‘It is an exceptionally thoughtful assessment of assessment, and I am (along with anyone else who broods about education) much in your debt.’ Jerome Bruner, personal communication with the author

When this award-winning book was originally published in 1994, a review in the TES said: ‘Beyond Testing is a refreshingly honest look at the dilemmas facing those who are trying to make educational assessment more supportive of high-quality learning for all pupils and students … It contains powerful and practical messages for assessment developers, policy-makers, teachers and pupils. It exposes the very different agendas of those who wish to achieve greater system-wide accountability through educational assessment, and those who wish to use it to promote improvements in the quality of pupil learning.’

Originally written to re-conceptualize assessment in education in the 1990s, Beyond Testing has stood the test of time and become a classic text in the field. With its examination of the range of uses of assessment – from teacher assessment and standardized testing to formative assessment and norm-referenced testing – to the purposes of assessment – from accountability to support for teaching and learning – the issues it deals with are as enduring and relevant to education now as they were when it was first published. It offers an unsurpassed framework for educational assessment.

Now, re-released as a Routledge Education Classic, and with a new preface from D. Royce Sadler, a new generation of educationalists can be introduced to the developments in educational assessment – arguably one of the most hotly contested areas of education – in order to further their own understanding and practice.

Contents
Preface vi
Acknowledgments ix
Glossary x
1 Assessment paradigms 1
2 Assessment and learning 15
3 Impact of testing 26
4 Validity and reliability 49
5 Criterion-referenced assessment 67
6 Performance assessment 83
7 Teacher assessment and formative assessment 104
8 Ethics and equity 121
9 A framework for educational assessment 133
References 148
Index 160

Developing Assessment in Higher Education: A Practical Guide

Sue Bloxham, Pete Boyd

Open University Press  | 2007  | 272 páginas | PDF | 3,8 Mb

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"As an overview, Developing Effective Assessment in Higher Education makes a very useful contribution to assessment literature, providing a publication that is relevant and accessible to practitioners whilst giving rigorous exploration of issues associated with student assessment. It should find a readership on that basis and will be welcomed as a considered and insightful contribution to the literature on student assessment." 
Higher Education Review

• What are the main issues when considering the design and management of effective assessment strategies for academic programmes?
• How should lecturers design and use assessment in university so that it helps students to learn, as well as judging their achievement?
• How can students be prepared for assessment, including peer, self and group assessment?

This book provides comprehensive practical guidance on managing and improving assessment within higher education. It tackles all stages in the assessment cycle including:

• Assessment design
• Preparing students for assessment
• Marking and moderation
• Providing feedback
• Quality assurance

It also provides a concise introduction to the research literature on assessment which will inform practice, debate, programme enhancement and practitioner research within university departments, teaching teams and courses for higher education teachers.

The practical guidance in the book is substantiated with reference to relevant research and policy. In particular, it considers how the different purposes of assessment create conflicting demands for staff; often characterised by the tension between attempting to support student learning whilst meeting imperatives for quality assurance and demonstrable maintenance of standards. Issues are debated using concrete examples and workable solutions are illustrated. Consideration is also given to the management of assessment as well as to how new technologies might be used to develop assessment methods and enhance student learning.

Developing Effective Assessment in Higher Education is key reading for both new and experienced lecturers, programme leaders and academic developers, and will enhance their efforts to use assessment to improve students’ learning as well as to grade them fairly, reliably and efficiently.

Classroom Assessment & Grading That Work

Robert J. Marzano

Association for Supervision & Curriculum Development | 2006 | 189 páginas | PDF | 2,98 Mb

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In Classroom Assessment and Grading That Work, Robert J. Marzano provides an in-depth exploration of what he calls "one of the most powerful weapons in a teacher's arsenal." An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system, Marzano says. Drawing from his own and others' extensive research, the author provides comprehensive answers to questions such as these:
*What are the characteristics of an effective assessment program? 
* How can educators use national and state standards documents as a basis for creating a comprehensive, topic-based assessment system? 
* What types of assessment items and tasks are best suited to measuring student progress in mastering information, mental procedures, and psychomotor procedures? 
* Why does the traditional point system used for scoring often lead to incorrect conclusions about a student’s actual knowledge? 
* What types of scoring and final grading systems provide the most accurate portrayal of a student’s progress along a continuum of learning?

In addition to providing teachers with all the tools they need to create a better assessment system, Classroom Assessment and Grading That Work makes a compelling case for the potential of such a system to transform the culture of schools and districts, and to propel K–12 education to new levels of effectiveness and efficiency.

Evaluation Models - Viewpoints on Educational and Human Services Evaluation

(Evaluation in Education and Human Services Volume 49)
D.L. Stufflebeam, George F. Madaus, T. Kellaghan

Springer | 2000 | 520 páginas | pdf | 9,6 Mb

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Descrição: Evaluation Models is an up-to-date revision of the classic text first published in 1983. Organized in three sections, the first includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. The second section includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models. The final section describes and discusses the Standards for Program Evaluation and the reformation of program evaluation.

Assessment For Learning: Putting It Into Practice

Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam

Open University Press | 2003 | 172 páginas | PDF | 566 kb

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Descrição:
This is a surprising and welcome book a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching.
The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

Assessment and Learning

John R Gardner

Sage Publications Ltd | 2005 | 204 páginas |  pdf | 32,4 Mb

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Descrição:
The only book of its kind to provide a comprehensive overview of assessment used to support learning, Assessment and Learning makes this area accessible and understandable for a wise range of users. This unique text is a major source of practice-based theory on assessment for learning, a formative assessment to support individual development and motivate learners. Key areas covered in the book include the practice of learning for assessment in the classroom, developing motivation for learning, professional learning and assessment for learning, and assessment and theories of learning.

Testing Times: the uses and abuses of assessment

Gordon Stobart

Routledge | 2008 | 218 páginas |  pdf | 1,19 Mb

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Descrição:
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear.Gordon Stobart critically examines five issues that currently have high-profile status:
intelligence testing
learning skills
accountability
the ‘diploma disease’
formative assessment
Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning.
This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.

Knowing what Students Know The Science and Design of Educational Assessment

James W. Pellegrino, Naomi Chudowsky, Robert Glaser

Committee on the Foundations of Assessment, Board on Testing and Assessment, National Research Council | 2001| 366 páginas

on-line: nap.edu
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Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education.

The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective?

At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning.

Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored.

With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.