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This book consists of introduction to academic achievement assessment, international comparison of academic achievement assessment and reference, as well as theoretical system and practice strategy of academic achievement assessment. The study indicates that the development trends of foreign academic achievement assessment are: establishing a complete education quality monitoring system; paying more attention to the function and value of independent education quality monitoring institution and intermediary organization; the orientation based on the integrated development of students growing more apparent; marching from "evaluation of study" to "evaluation for study"; and placing educational equity in a prominent position. This book is easy to understand and readable for professionals like teachers, educational researchers and particularly those engaged in academic achievement.
List of contents
Part One Introduction to academic achievement assessment.- Chapter 1 Historical development of academic achievement assessment.- Chapter 2 Overview of academic achievement assessment.- Part Two International comparison of academic achievement assessment.- Chapter 3 Assessment systems of international organizations.- Chapter 4 Assessment systems of foreign countries.- Chapter 5 Comparison of assessment systems and its implications.- Chapter 6 The philosophical foundation of academic achievement assessment.- Part Three Theoretical system and practical strategy of academic achievement assessment.- Chapter 7 Educational psychology basis of academic achievement assessment.- Chapter 8 Metrology basis of academic achievement survey.- Chapter 9 Goal System and Test Techniques of Academic Achievement Survey.- Chapter 10 Questionnaire Design for Academic Achievement Assessment.- Chapter 11 Organization and implementation of academic achievement survey.- Chapter 12 Academic Achievement Surveys and the Improvement of Education and Teaching.
About the author
Huisheng Tian graduated from Department of Education in Northwest Normal University in 1985, and got PhD from Ontario Institute for Studies in Education (OISE) in 1992. Now he is the president of National Institute of Education Sciences and the director of National Center for School Curriculum and Textbook Development Ministry of Education. He is engaged in researches on education policy, curriculum and instruction, educational experiments, the reforms of basic education and training graduates cooperatively. He published more than 100 academic papers, and dozens of books and textbooks. He attended "the first New Century National Hundred, Thousand and Ten Thousand Talents Project" and earned Special government allowances of the State Council.
Zhichang Sun graduated from Department of History in Northwest Normal University in 1987, and got PhD from Beijing Normal University in 2010. He was the vice dean of Curriculum and Instructional Research Center of China NationalInstitute for Educational Research, and now he is associate professor of National Institute of Education Sciences. His research interests are curriculum and instruction, educational evaluation and learning science. He published more than 50 academic papers, more than 10 books and textbooks with over 80 volumes for primary and middle students.
Summary
This book consists of introduction to academic achievement assessment, international comparison of academic achievement assessment and reference, as well as theoretical system and practice strategy of academic achievement assessment. The study indicates that the development trends of foreign academic achievement assessment are: establishing a complete education quality monitoring system; paying more attention to the function and value of independent education quality monitoring institution and intermediary organization; the orientation based on the integrated development of students growing more apparent; marching from “evaluation of study” to “evaluation for study”; and placing educational equity in a prominent position. This book is easy to understand and readable for professionals like teachers, educational researchers and particularly those engaged in academic achievement.
