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001436086 001__ 1436086
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001436086 019__ $$a1249013868$$a1249270340
001436086 020__ $$a9783030635398$$q(electronic bk.)
001436086 020__ $$a3030635392$$q(electronic bk.)
001436086 020__ $$z9783030635374$$q(print)
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001436086 0247_ $$a10.1007/978-3-030-63539-8$$2doi
001436086 035__ $$aSP(OCoLC)1248738950
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001436086 049__ $$aISEA
001436086 050_4 $$aLB2822.75
001436086 08204 $$a371.26$$223
001436086 1001_ $$aMaxwell, Graham S.$$eauthor.
001436086 24510 $$aUsing data to improve student learning :$$btheory, research and practice /$$cGraham S. Maxwell.
001436086 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021].
001436086 300__ $$a1 online resource (xv, 405 pages) :$$billustrations.
001436086 336__ $$atext$$btxt$$2rdacontent
001436086 337__ $$acomputer$$bc$$2rdamedia
001436086 338__ $$aonline resource$$bcr$$2rdacarrier
001436086 4901_ $$aThe Enabling Power of Assessment,$$x2198-2643 ;$$vvolume 9
001436086 504__ $$aIncludes bibliographical references and index.
001436086 5050_ $$aPart 1: Background Issues and Challenges -- Chapter 1. Introduction: Why the Current Emphasis on Data? -- Chapter 2. Different models (and Movements) of Data Use -- Chapter 3. Data in Context: The School as a Social Organisation -- Chapter 4. Defining and Assessing Appropriate Learning Outcomes -- Part 2: Meeting the Challenges: Managing the Processes -- Chapter 5. Collecting Data: Creating Databases -- Chapter 6. Validity Issues: Ensuring Data are Appropriate -- Chapter 7. Managing Databases: Making Data Accessible -- Chapter 8. Interpreting Data (Technically and Meaningfully) -- Chapter 9. Decision Issues: Taking Actions Based on Data -- Chapter 10. Leading and Developing Professional Expertise -- Part 3: Future Challenges -- Chapter 11. Possibilities for Practice and Research.
001436086 506__ $$aAccess limited to authorized users.
001436086 520__ $$aThis book offers a coherent research-based overview and analysis of theories and practices in using data to improve student learning. It clarifies what 'use of data' means and differentiates the different levels of decision-making in education (relating to the system, district, school, classroom, or individual student). The relationship between data and decision-making is considered and various movements in the use of data to improve student learning are analysed, especially from the perspective of their assumptions and effects. This leads to a focus on effective educational decision-making as a social process requiring collaboration among all relevant participants. It also requires a clear understanding of educational aims, and these are seen to transcend what can be assessed by standardised tests. The consequences of this analysis for decision processes are explored and conclusions are drawn about what principles might best guide educational practice as well as what ambiguities remain. Throughout, the focus is on what existing research says about each of the issues explored.
001436086 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed April 28, 2021).
001436086 650_0 $$aEducational evaluation.
001436086 650_0 $$aEducational tests and measurements.
001436086 650_6 $$aÉvaluation en éducation.
001436086 650_6 $$aTests et mesures en éducation.
001436086 655_0 $$aElectronic books.
001436086 77608 $$iPrint version:$$z3030635376$$z9783030635374$$w(OCoLC)1200581138
001436086 830_0 $$aEnabling power of assessment ;$$v9.$$x2198-2643
001436086 852__ $$bebk
001436086 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-63539-8$$zOnline Access$$91397441.1
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001436086 980__ $$aBIB
001436086 980__ $$aEBOOK
001436086 982__ $$aEbook
001436086 983__ $$aOnline
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