The Tenth Mental Measurements Yearbook
The Tenth Mental Measurements Yearbook

Author: Buros Center

Publisher: Buros Center for Testing

Published: 1989

Total Pages: 1048

ISBN-13: 9780910674317

DOWNLOAD EBOOK

Customers who place a standing order for the Tests in Print series or the Mental Measurements Yearbook series will receive a 10% discount on every volume. To place your standing order, please call 1-800-848-6224 (in the U.S.) or 919-966-7449 (outside the U.S.). The most widely acclaimed reference series in education and psychology, the Mental Measurements Yearbooks are designed to assist professionals in selecting and using standardized tests. The series, initiated in 1938, provides factual information, critical reviews, and comprehensive bibliographic references on the construction, use, and validity of all tests published in English. The objectives of the Mental Measurements Yearbooks have remained essentially the same since the publication of the series. These objectives include provision to test users of: factual information on all known tests published as separates in the English-speaking countries of the world candidly critical test reviews written for the MMY series by qualified professional people representing a variety of viewpoints unique publication of each volume in the MMY series with new volumes supplementing rather than supplanting previous series volumes. Each yearbook is a unique publication, supplementing rather than supplanting the previous volumes.

Assessment: Social Practice and Social Product
Assessment: Social Practice and Social Product

Author: Ann Filer

Publisher: Routledge

Published: 2002-11-01

Total Pages: 240

ISBN-13: 1134586981

DOWNLOAD EBOOK

Assessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment.