Educational assessment

This study examines the relationships of a database consisting of soil Pb, blood Pb (BPb) of children 6 years and younger, and scholastic achievement rates of 4th grade students from the Louisiana education assessment program (LEAP 21) in New Orleans. The data was from years 2000-2005 and reflects the pre-Hurricane Katrina conditions of New Orleans. Prior to the flood, schools were organized by attendance districts or neighborhood schools. This arrangement provided the opportunity to conduct a series of statistical tests to evaluate the associations between soil Pb, BPb and... 

Seven years after Guba and Lincoln s call to evaluative rebellion, Pamela Moss (1996) extended a more moderate and inclusive invitation to those in educational assessment to open our minds to... 

Barry s inclusive, collaborative DCM assessment endeavors at MMCC in the last chapter parallel Jane and Maureen s communal assessment methods at UNR in the next. At both institutions, the DCM processes involved multiple in-house stakeholders, and ultimately, led to published reports for external audiences. While Barry s DCM study constructed shared institutional assessment values and tools, Jane and Maureen s DCM study produced mutual general education assessment values and tools. Just as Barry created an assessment model that links programmatic and classroom goals, Jane and Maureen strove to close the loop between administrative and pedagogical objectives. (Stalions)... 

State Name of Test Subjects Tested Month Given Louisiana Louisiana Educational Assessment Program for the 21 st Century (LEAP 21) English Language Arts, Mathematics, Science, Social Studies February, March... 

State Name of Test Subjects Tested Month Given Maine Maine Educational Assessment (MEA) Reading, Writing, Health, Mathematics, Social Studies, Science, Fine Arts March, November, December... 

Knowing What Students Know The Science and Design of Educational Assessment, Pellegrino, J. W. Chudowsky, N. Glaser, R., Eds. National Academy Press Washington, DC, 2001. 

Lau, S., Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students situational engagement and achievement in science. Educational Assessment, 8, 139-162. 

One of the greatest challenges feeing communication in the age of the Internet is the educated assessment and consumption of the vast array of information available to receivers at all levels. The need for courses and instruction in critical thinking, always important, has risen exponentially as various electronic sources of information have proliferated—especially when those sources are not well understood, their authoritativeness is open to question, and their existence is ephemeral. 

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