Assessment And Evaluation Of Developmental Learning
As the technological demands of a rapidly changing society impact the training needs of the industrial sector, mechanisms for identifying learner strengths as well as weaknesses are needed to optimize the training process. In addition, there is a need for processes for evaluating the effectiveness of programs focused on the developmental needs of learners. Traditional measures, such as norm-referenced paradigms, do not meet the criteria established for developmental assessment. This book will...
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Arguments for a developmental approach to learning through the life span concordant with the current themes of developmental education. Booknews Beginning with a historical overview of assessment, Hashway (education, Grambling State U.) argues for the need for a developmental approach to contemporary education, one which teaches the ability to think as an individual, as opposed to teaching specific facts or skills that may be obsolete in no time. To determine how to measure this different kind of learning, he reviews three distinct methodologies of assessment: norm referenced assessments, item response theory, and criterion referenced assessments. As an outgrowth of his work here, the author has two companion volumes in preparation, anticipated in 1998: and Annotation c. by Book News, Inc., Portland, Or.
Tables and FiguresPreface and Acknowledgements1The History of Assessment12Constructing a Preliminary Item Bank293A Primer on Latent Trait Theory494Norm Referenced Assessments635Item Response Theory876Criterion Referenced Assessments1117Comparisons Using Assessment Results1498Measurement in Transition1839Principles of Developmental Learning20110Fundamentals of Developmental Learning Theory215App. AAn Instrument for Studying Developmental Dynamics245Bibliography251Index327
\ BooknewsBeginning with a historical overview of assessment, Hashway (education, Grambling State U.) argues for the need for a developmental approach to contemporary education, one which teaches the ability to think as an individual, as opposed to teaching specific facts or skills that may be obsolete in no time. To determine how to measure this different kind of learning, he reviews three distinct methodologies of assessment: norm referenced assessments, item response theory, and criterion referenced assessments. As an outgrowth of his work here, the author has two companion volumes in preparation, anticipated in 1998: and Annotation c. by Book News, Inc., Portland, Or.\ \
