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04075aam a2200541 i 4500 001 0F058B1672D911EDA0B05B7C49ECA4DB 003 SILO 005 20221203010154 008 180302s2018 mau b 001 0 eng c 010 $a 2018009579 020 $a 168253197X 020 $a 9781682531976 020 $a 1682531988 020 $a 9781682531983 035 $a (OCoLC)1031458915 040 $a MH/DLC $b eng $e rda $c DLC $d OCLCO $d BDX $d OCLCF $d YDX $d STF $d EAU $d YDX $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LB3051 $b .C6338 2018 082 00 $a 371.26 $2 23 100 1 $a Conley, David T., $d 1948- $e author. 245 14 $a The promise and practice of next generation assessment / $c David T. Conley. 264 1 $a Cambridge, Massachusetts : $b Harvard Education Press, $c [2018] 300 $a vi, 298 pages ; $c 24 cm. 490 1 $a Assessment, accountability & achievement series 504 $a Includes bibliographical references (pages 239-269) and index. 505 0 $a Chapter 1. Why a next generation of educational assessments?: new ways of thinking about the nature, role, and purpose of data -- Chapter 2. Comparing current and next generation assessments: underlying theories of learning and key elements -- Chapter 3. Principles of next generation assessments, part 1: student-centered principles -- Chapter 4. Principles of next generation assessments, part 2: school-centered principles -- Chapter 5. Creating next generation portraits of learners: who i am, how i learn, what i know -- Chapter 6. Next generation systems of assessment: examples, programs, and case studies from the field -- Chapter 7. Challenges and opportunities: integrating next generation assessments at the classroom, school, and district level -- Chapter 8. Implementation strategies for next generation assessments: key steps for putting changes into practice -- Chapter 9. College and career readiness profiles: compiling information from next generation assessments -- Chapter 10. The imperative for change. 520 $a In The Promise and Practice of Next Generation Assessment, David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the aims of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals. Conley describes the interplay between assessment and learning, and shows how "next generation" approaches can produce results that are more effective in informing classroom instruction. Acknowledging the complexity and limitations of many of these novel approaches, he suggests that rather than relying on a system built on a single measure--high-stakes, multiple-choice tests--what is needed is a system that draws on a more diverse portfolio of personalized assessments--back cover. 650 0 $a Competency-based educational tests $z United States. 650 0 $a Educational tests and measurements $z United States. 650 0 $a Educational accountability $z United States. 650 0 $a Test bias $z United States. 650 0 $a Academic achievement $z United States $x Testing. 650 0 $a Education $z United States $x Evaluation. 650 0 $a Education $x Standards $z United States. 650 7 $a Academic achievement $x Testing. $2 fast $0 (OCoLC)fst00794971 650 7 $a Competency-based educational tests. $2 fast $0 (OCoLC)fst00871450 650 7 $a Education $x Evaluation. $2 fast $0 (OCoLC)fst00902624 650 7 $a Education $x Standards. $2 fast $0 (OCoLC)fst00902789 650 7 $a Educational accountability. $2 fast $0 (OCoLC)fst00903326 650 7 $a Educational tests and measurements. $2 fast $0 (OCoLC)fst00903660 650 7 $a Test bias. $2 fast $0 (OCoLC)fst01148197 651 7 $a United States $2 fast $0 (OCoLC)fst01204155 830 0 $a Assessment, accountability, & achievement series. 941 $a 1 952 $l PQAX094 $d 20231214030202.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=0F058B1672D911EDA0B05B7C49ECA4DB 994 $a Z0 $b IOWInitiate Another SILO Locator Search