WorldCat Identities

Baker, Eva L.

Works: 337 works in 722 publications in 2 languages and 7,287 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Programmed instructional materials  Encyclopedias  Cross-cultural studies  Dictionaries 
Roles: Author, Editor, Compiler, htt, Author of introduction, Other
Classifications: LB1027, 371.3
Publication Timeline
Most widely held works about Eva L Baker
Most widely held works by Eva L Baker
Systematic instruction by W. James Popham( Book )

16 editions published between 1970 and 1974 in English and Undetermined and held by 701 WorldCat member libraries worldwide

Establishing instructional goals by W. James Popham( Book )

18 editions published between 1970 and 1972 in English and Undetermined and held by 642 WorldCat member libraries worldwide

Planning an instructional sequence by W. James Popham( Book )

19 editions published in 1970 in English and Undetermined and held by 586 WorldCat member libraries worldwide

Classroom instructional tactics by W. James Popham( Book )

9 editions published in 1973 in English and held by 435 WorldCat member libraries worldwide

This book consists of six self-instructional programs to be completed individually by the reader. The topics of the programs (and a brief description of each) are: written plans for classroom instruction (procedures that are appropriate for lesson plans and teaching units); individualizing instruction (including team teaching, nongraded instruction, and flexible scheduling); instructional tactics for affective goals (modeling, contiguity, and reinforcement); the teaching of reading (including a model, examples of reading objectives, activities which illustrate the use of the model, and test items useful for such a model); opening classroom structure (classroom arrangement and procedures); and discipline in the classrooms (contingency management, operant methods, and techniques using a reinforcement paradigm). (Jk)
Expanding dimensions of instructional objectives by Eva L Baker( Book )

8 editions published in 1973 in English and held by 421 WorldCat member libraries worldwide

This book of six self-instructional programs attempts to treat some of the central problems of the use of instructional objectives, especially the problem of reconciling objectives and a humanistic approach to teaching. The first program, humanizing educational objectives, suggests ways to involve students in writing objectives. Other topics include: deciding on defensible goals via needs assessment; identifying affective objectives; defining content for objectives, and writing tests which measure objectives. (Jk)
Educational testing and evaluation : design, analysis, and policy by Eva L Baker( Book )

9 editions published in 1980 in English and held by 384 WorldCat member libraries worldwide

International encyclopedia of education by Penelope L Peterson( )

22 editions published between 2010 and 2011 in English and held by 367 WorldCat member libraries worldwide

The field of education has experienced extraordinary technological, societal and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education 3rd edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,350 articles across 24 individual areas
Teaching and measuring cognitive readiness by Harold F O'Neil( )

10 editions published in 2014 in English and held by 360 WorldCat member libraries worldwide

This book presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning
Testing and cognition( Book )

8 editions published in 1991 in English and held by 357 WorldCat member libraries worldwide

Technology assessment in education and training( Book )

in English and held by 252 WorldCat member libraries worldwide

Assessment of problem solving using simulations by Eva L Baker( Book )

15 editions published between 2007 and 2017 in English and held by 209 WorldCat member libraries worldwide

"This volume explores the application of computer simulation technology to measurement issues in education -- especially as it pertains to problem based learning. Whereas most assessments related to problem solving are based on expensive and time consuming measures (i.e., think-aloud protocols or performance assessments that require extensive human rater scoring), this book relies on computerization of the major portion of the administration, scoring, and reporting of problem-solving assessments. It is appropriate for researchers, instructors and graduate students in educational assessment, educational technology, and educational psychology."--Provided by publisher
Using games and simulations for teaching and assessment : key issues by Harold F O'Neil( )

11 editions published between 2015 and 2016 in English and held by 197 WorldCat member libraries worldwide

This book comprises a multidisciplinary investigation into the issues that arise when using games and simulations for educational purposes. Using both theoretical and empirical analyses, this collection examines cognitive, motivational, and psychometric issues with a focus on STEM content. This book unites previously disparate communities of researchers to critically explore current problems and illustrate how instructionally effective games and simulations should be planned and evaluated
Technology assessment in software applications by Harold F O'Neil( Book )

10 editions published between 1984 and 2013 in English and held by 179 WorldCat member libraries worldwide

This volume offers an expansion of ideas presented at a recent conference convened to identify the major strategies and more promising practices for assessing technology. The authors -- representing government, business, and university sectors -- helped to set the boundaries of present technology assessment by offering perspectives from computer science, cognitive and military psychology, and education. Their work explores both the use of techniques to assess technology and the use of technology to facilitate the assessment process. The book's main purpose is to portray the state of the art i
Student assessment and student achievement in the California public school system by Joan L Herman( Book )

3 editions published in 2000 in English and held by 89 WorldCat member libraries worldwide

Mandated tests : reform or quality indicator? by Eva L Baker( Book )

5 editions published in 1988 in English and held by 86 WorldCat member libraries worldwide

The thesis of this paper is that achievement tests have changed their primary function from serving as indicators of educational accomplishments to becoming instruments of educational policy, and have thus come to be regarded as effective means of altering educational achievement and productivity. This assertion is explored by using examples of research and development from state (primarily Colorado and Texas) and national testing activities. The paper also considers how these alternative functions affect system behavior, legitimate policy inferences, the technical requirements of tests, and the understanding of educational quality. On the national testing scene, the attempt to use college entrance examinations like the sat to rank states on outcomes from best to worst without regard to socioeconomics, mobility, or student ethnicity has begun the transformation of the National Assessment of Educational Progress (naep) from an indicator to a reform effort, partly because state-by-state reporting of test results would undoubtedly drive states to attempt to increase their relative standings. The danger in allowing the naep to become a single measure of performance is that it can produce anomalous results. Research analysis of the actual functions of tests should become a regular part of the implementation or strong modification of major testing programs. Two tables, 2 figures, and a 29-item list of references are included. (Sld)
Time to write : report of the US-IEA Study of Written Composition by Eva L Baker( Book )

5 editions published in 1987 in English and held by 78 WorldCat member libraries worldwide

Examining the status of the United States National Study of the International Evaluation of Educational Achievement Study of Written Composition (IEA-SWC), this report discusses the results of SWC, which attempted to assess, nationally and internationally, the quality of student writing in schools by collecting and evaluating student compositions. After a discussion on the nature of the writing process, the report presents a brief overview of SWC, noting its focus on sixth, tenth, and precollegiate twelfth grades, and describing the range of writing tasks and topics collected. The report also examines challenges which confront the study, including fundamental doubts about the quality of writing assessment, the validity of comparative educational effects assessed through writing compositions, and topic selection control. The report concludes that the US students' compositions met or exceeded the standard for minimally competent writing on major discourse tasks (narratives, persuasive essays, and reflective essays). Four tables are included in the report, and 40 references are appended. (MM)
The Center for Research on Evaluation, Standards, and Student Testing (CRESST) by Eva L Baker( Book )

2 editions published in 1991 in English and held by 78 WorldCat member libraries worldwide

The Center for Research on Evaluation, Standards, and Student Testing (CRESST) attempts to advance the understanding of educational quality by research and development on the design, implementation, analysis, and use of assessment information. CRESST's research programs are directed at five major goals: (1) provide leadership to improve assessment policy and practice at the national, state, and local levels; (2) improve the quality, sensitivity, and fairness of student performance assessments; (3) improve the validity of models and indicators for judging the quality of schools; (4) improve understanding of assessment development, implementation, and effects as they occur in school practice; and (5) improve understanding of assessment policy and its contribution to educational improvement. An expanded set of criteria are being developed and refined for judging the validity of educational assessment. Research currently focuses on the following programs: (1) Program 1, building the infrastructure for improved assessment; (2) Program 2, designs for learning-based assessment (prototypes and models); and (3) Program 3, collaborative development and improvement of assessments in practice. The CRESST team is composed of researchers from the: (1) Center for Study of Evaluation at the University of California (Los Angeles); (2) University of Colorado; (3) RAND Corporation; (4) University of Chicago (Illinois); (5) University of California (Santa Barbara); and (6) University of Pittsburgh (Pennsylvania). (SLD)
Year 1 technology studies : implications for technology in assessment by Gregory K. W. K Chung( Book )

1 edition published in 1997 in English and held by 77 WorldCat member libraries worldwide

This report documents the technology initiatives of the Center for Research on Evaluation, Standards, and Student Testing (cresst) in two broad areas: (1) using technology to improve the quality, utility, and feasibility of existing measures; and (2) using technology to design and develop new assessments and measurement approaches available through no other means. Current activities are reviewed, the outlook for particular assessment technologies is evaluated, and lessons learned are reported. The implications for assessment are also discussed. A table lists CRESST's major activities during the review period. Most of the work has focused on designing and developing a computer-based architecture for an integrated assessment system. The cresst integrated simulation is an approach to assessment that incorporates computer- and paper-based assessments of students who engage in complex, constructed-response tasks based on real world contexts. Assessment occurs throughout the task and covers one or more components of the cresst model of learning. The second major activity was a review of automated approaches to scoring constructed-response tasks. Candidate approaches to computer-based scoring of essays and paper-based concept maps are identified. The dissemination activities of cresst in the review period have been mainly conference participation and technology demonstrations. Other activities focused on basic research underlying cognitive issues and concept planning of how cresst technology could support school-level and district-level planning and distance learning. An appendix lists dissemination products, conferences, and demonstrations. (Contains 8 tables, 5 figures, and 34 references.) (Author/SLD)
Issues in intelligent computer-assisted instruction : evaluation and measurement by Harold F O'Neil( Book )

5 editions published between 1900 and 1987 in English and Undetermined and held by 77 WorldCat member libraries worldwide

Comment programmer une séquence pédagogique by W. James Popham( Book )

9 editions published between 1981 and 1990 in French and held by 77 WorldCat member libraries worldwide

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Assessment of problem solving using simulations
Assessment of problem solving using simulations
Alternative Names
Baker, E. L.

Baker, Eva.

Baker Eva 1940-....

Baker, Eva L.

ベーカー, E. L

English (172)

French (9)