WorldCat Identities

Baker, Eva L.

Overview
Works: 268 works in 592 publications in 5 languages and 7,120 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Programmed instructional materials  Encyclopedias  Case studies  Dictionaries 
Roles: Author, Editor, Compiler, Author of introduction
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 )

21 editions published between 1970 and 1981 in 4 languages and held by 750 WorldCat member libraries worldwide

Establishing instructional goals by W. James Popham( Book )

33 editions published between 1970 and 1983 in 4 languages and held by 733 WorldCat member libraries worldwide

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

26 editions published between 1970 and 1990 in 4 languages and held by 699 WorldCat member libraries worldwide

Classroom instructional tactics by W. James Popham( Book )

11 editions published between 1973 and 1978 in English and Japanese and held by 461 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 )

11 editions published between 1973 and 1977 in English and Japanese and held by 440 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 )

11 editions published in 1980 in English and Undetermined and held by 393 WorldCat member libraries worldwide

Testing and cognition by M. C Wittrock( Book )

8 editions published in 1991 in English and held by 361 WorldCat member libraries worldwide

Technology assessment in education and training( Book )

10 editions published in 1994 in English and held by 288 WorldCat member libraries worldwide

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

7 editions published between 2007 and 2016 in English and held by 150 WorldCat member libraries worldwide

Technology assessment in software applications by Harold F O'Neil( Book )

10 editions published between 1984 and 2013 in English and held by 140 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

International encyclopedia of education by Penelope L Peterson( Book )

19 editions published between 2010 and 2011 in English and held by 84 WorldCat member libraries worldwide

Third edition of this encyclopedia of education. Developed by an international expert panel of editors and authors, it includes 1,350 articles across 24 education subject areas by 1,500 contributors, representing over 100 countries
Mandated tests : reform or quality indicator? by Eva L Baker( Book )

4 editions published in 1988 in English and held by 83 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)
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 80 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)
Implications of the OECD comparative study of performance standards for educational reform in the United States by Eva L Baker( Book )

3 editions published in 1996 in English and held by 79 WorldCat member libraries worldwide

This paper discusses the implications for educational reform in the United States of the Organization for Economic Cooperation and Development (oecd) comparative study of performance standards. To provide some context for the reader, the paper briefly reprises major shifts in the intellectual underpinnings of U.S. educational reform and reports on its present prospects. The major analytical section, however, posits a functional model of reform that includes key elements thought to be necessary for successful operation of a dynamic educational system. This model uses inputs, process, and output categories as a way to classify functions served by reform in various countries rather than a structure to subsume data sources. As a special case, performance standards are characterized as they support different elements and functions of reform as described in country case studies provided by oecd scholars, with particular emphasis on the U.S. setting. The ways the U.S. and other governments could profit from the oecd case studies of performance standards are explored. The oecd reports help educators imagine multiple uses for performance standards. (Sld)
Time to write : report of the US-IEA Study of Written Composition by Eva L Baker( Book )

4 editions published in 1987 in English and held by 75 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 )

1 edition published in 1991 in English and held by 75 WorldCat member libraries worldwide

Issues in intelligent computer-assisted instruction : evaluation and measurement by Harold F O'Neil( Book )

4 editions published in 1987 in English and held by 74 WorldCat member libraries worldwide

Using games and simulations for teaching and assessment : key issues( Book )

6 editions published between 2015 and 2016 in English and held by 73 WorldCat member libraries worldwide

Teaching and measuring cognitive readiness by Harold F O'Neil( Book )

8 editions published in 2014 in English and held by 37 WorldCat member libraries worldwide

Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning.{OCLCbr#A0} Specific topics discussed are: The need for cognitive readiness instructional and assessment strategies The need to integrate assessment into cognitive readiness training The need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness The need for a solid psychometric approach to the use of cognitive readiness assessments. This book will prove{OCLCbr#A0}invaluable to{OCLCbr#A0}anyone interested in the emerging topic of cognitive readiness for its comprehensive treatment of the topic with focused and informative chapters and exhaustive resources and practical tips
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.43 (from 0.33 for Bible serm ... to 0.58 for Assessment ...)

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

Languages
Covers
International encyclopedia of education