WorldCat Identities

Baker, Eva L.

Works: 290 works in 621 publications in 1 language and 7,121 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Programmed instructional materials  Case studies  Encyclopedias  Cross-cultural studies  Dictionaries 
Roles: Author, Editor, Compiler, Author of introduction
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 )

15 editions published between 1970 and 1974 in English and held by 728 WorldCat member libraries worldwide

Establishing instructional goals by W. James Popham( Book )

17 editions published between 1970 and 1972 in English and Undetermined and held by 676 WorldCat member libraries worldwide

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

17 editions published in 1970 in English and Undetermined and held by 617 WorldCat member libraries worldwide

Classroom instructional tactics by W. James Popham( Book )

9 editions published in 1973 in English and held by 454 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 )

7 editions published in 1973 in English and held by 432 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 held by 387 WorldCat member libraries worldwide

Testing and cognition( Book )

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

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

9 editions published in 2014 in English and held by 347 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. 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 invaluable to 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
International encyclopedia of education by Penelope L Peterson( )

19 editions published between 2010 and 2011 in English and held by 317 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
Technology assessment in education and training( Book )

in English and held by 262 WorldCat member libraries worldwide

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

14 editions published between 2007 and 2017 in English and held by 195 WorldCat member libraries worldwide

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- 1 Simulations and the Transfer of Problem-Solving Knowledge and Skills -- 2 Assessment to Steer the Course of Learning -- 3 Studying Situated Learning in a Multiuser Virtual Environment -- 4 Structural, Functional, and Semiotic Symmetries in Simulation-Based Games and Assessments -- 5 Training Evaluation of Virtual Environments -- 6 Representing Cognition in Games and Simulations -- 7 Problem-Solving Assessment in Games -- 8 Assessing Problem Solving in Simulation Games -- 9 Measuring Collaborative Problem Solving -- 10 Real-Time Diagnostics of Problem-Solving Behavior for Business Simulations -- 11 Use of Visualization Techniques to Improve High-Stakes Problem Solving -- 12 Assessing Problem-Solving Performance in High-Stakes Tasks -- 13 Impact of After-Action Review on Learning in Simulation-Based U.S. Army Training -- 14 Measurement of Learning Processes in Pilot Simulation -- 15 A Computational Approach to Authoring Problem-Solving Assessments -- 16 Templates and Objects in Authoring Problem-Solving Assessments -- Index
Technology assessment in software applications by Harold F O'Neil( Book )

10 editions published between 1984 and 2013 in English and held by 176 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
Using games and simulations for teaching and assessment : key issues by Harold F O'Neil( Book )

9 editions published between 2015 and 2016 in English and held by 157 WorldCat member libraries worldwide

Using Games and Simulations for Teaching and Assessment: Key Issues 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. Unlike other research-based volumes that focus solely on game design or the theoretical basis behind gaming, this book unites previously disparate communities of researchers—from civilian to military contexts as well as multiple disciplines—to critically explore current problems and illustrate how instructionally effective games and simulations should be planned and evaluated. While computer-based simulations and games have the potential to improve the quality of education and training,?Using Games and Simulations for Teaching and Assessment: Key Issues shows how the science of learning should underlie the use of such technologies. Through a wide-ranging yet detailed examination, chapter authors provide suggestions for designing and developing games, simulations, and intelligent tutoring systems that are scientifically-based, outcomes-driven, and cost-conscious
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 90 WorldCat member libraries worldwide

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

4 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)
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 )

2 editions published in 1996 in English and held by 80 WorldCat member libraries worldwide

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 78 WorldCat member libraries worldwide

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 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)
CRESST, a continuing mission to improve educational assessment : evaluation comment by Eva L Baker( Book )

1 edition published in 1996 in English and held by 77 WorldCat member libraries worldwide

The National Center for Research on Evaluation, Standards, and Student Testing (cresst) is a partnership of the University of California at Los Angeles, the University of Colorado at Boulder, Stanford University, The rand Corporation, the University of Pittsburgh, the Educational Testing Service, and the University of California, Santa Barbara. This issue of "Evaluation Comment" shares the goals and perspectives that will shape CRESST's research program for the next 5 years. With a focus on the assessment of education quality, cresst expects to study: (1) assessment that leads to improvement in teaching and learning; (2) understanding and influencing assessment policy and large-scale practice; (3) improved technical knowledge about the quality of assessment; and (4) dissemination and outreach that successfully decreases the interval between research and practice. The conceptual model that will underlie the research program emphasizes societal impact as the ultimate goal and identifies four major domains: validity, fairness, credibility, and utility. This model will guide an ambitious agenda of research focusing on the areas of system coherence, adaptations and accommodations of assessments, the measurement of progress, and reporting. The issue also discusses the cresst conference scheduled for September 1996 and 1996 cresst resource papers and technical reports. (Contains 1 figure and 137 references.) (Sld)
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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 (159)

Assessment of problem solving using simulations