WorldCat Identities

Pellegrino, James W.

Overview
Works: 51 works in 166 publications in 2 languages and 12,829 library holdings
Genres: Conference papers and proceedings  Examinations  History  Abstracts 
Roles: Editor, Author, Other
Classifications: LB1060, 370.1523
Publication Timeline
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Most widely held works by James W Pellegrino
Knowing what students know : the science and design of educational assessment by National Research Council (U.S.)( Book )

24 editions published between 2001 and 2004 in English and held by 798 WorldCat member libraries worldwide

Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. -- Publisher description
Human intelligence : perspectives and prospects by Robert V Kail( Book )

11 editions published in 1985 in English and held by 614 WorldCat member libraries worldwide

Grading the nation's report card : evaluating NAEP and transforming the assessment of educational progress by James W Pellegrino( Book )

13 editions published between 1900 and 1999 in English and held by 415 WorldCat member libraries worldwide

The National Assessment of Educational Progress (naep) is the only continuing measure of the achievement of U.S. students in key subject areas. The National Research Council's Committee on the Evaluation of National and State Assessments of Educational Progress conducted an evaluation of the naep. This report contains the conclusions this committee reached in its evaluation. If implemented, the recommendations in this report will enhance the usefulness and information value of naep assessments. The findings of the evaluating committee are summarized in these chapters: (1) "Creating a Coordinated System of Education Indicators"; (2) "Streamlining the Design of naep"; (3) "Enhancing the Participation and Meaningful Assessment of All Students in naep"; (4) "Frameworks and the Assessment Development Process: Providing More Information Portrayals of Student Performance"; (5) "Setting Reasonable and Useful Performance Standards"; and (6) "Strategies for Implementing the Committee's Recommendations for Transforming naep." Five appendixes contain discussions of reading assessment, research on student learning, sample items, new models for achievement level setting, and biographical sketches of Committee members. (Contains 17 figures, 18 tables, and 236 references.) (Sld)
How people learn : bridging research and practice by National Research Council (U.S.)( Book )

18 editions published between 1999 and 2009 in English and German and held by 359 WorldCat member libraries worldwide

This report asks how the insights from the research reviewed in the National Research Council's "How People Learn" (1999) can be incorporated into classroom practice. The report also suggests a research and development agenda that would inform and stimulate the required change. Following an introductory chapter that frames the agenda of the report, chapter 2 summarizes some of the key findings from "How People Learn" and outlines implications of those findings for teaching and for designing classroom environments. "How People Learn" is a large report; this document focuses on the findings and messages that are most relevant to classroom practice. Chapter 3 summarizes responses from educators and policymakers that were offered at a conference and workshop that discussed "How People Learn." More specific suggestions made by conference and workshop participants are incorporated into chapter 4, in which the workshop committee presents its recommendations for a research and development agenda. The agenda is organized around: (1) educational materials; (2) preservice and inservice education; (3) public policy; and (4) public opinion and the media. Appendixes list meeting participants with their biographical sketches. (Contains 58 references.) (Sld)
Learning and instruction : a SERP research agenda by National Research Council (U.S.)( Book )

15 editions published between 2003 and 2004 in English and held by 334 WorldCat member libraries worldwide

"The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officials - with the ultimate goal of significantly improving student learning." "With a vision of multiple networks through which focused, coordinated, and sustained programs of research and development would be carried out - often in schools or school districts that serve as field sites - the National Research Council proposed an organizational design that would implement the essential mission of SERP. The essence of that plan was captured in Strategic Education Research Partnership. Following up with specifics on one of the networks proposed in that earlier book, Learning and Instruction details the kind of research and development that would make a genuine difference to teaching and learning in three subject areas - reading, mathematics, and science." "The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practice. It calls for the linking of research and development including instructional programs, assessment tools, teacher education programs and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers."--Jacket
Testing : theoretical and applied perspectives( Book )

8 editions published between 1988 and 1989 in English and held by 288 WorldCat member libraries worldwide

Instruction : theoretical and applied perspectives( Book )

6 editions published in 1991 in English and held by 246 WorldCat member libraries worldwide

Education for life and work : developing transferable knowledge and skills in the 21st century by National Research Council (U.S.)( Book )

6 editions published in 2012 in English and Undetermined and held by 205 WorldCat member libraries worldwide

"Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums."--Publisher's description
Developing assessments for the Next Generation Science Standards( Book )

5 editions published in 2014 in English and held by 90 WorldCat member libraries worldwide

"The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students."--
Individual differences in skill acquisition : information processing efficiency and the development of automaticity by James W Pellegrino( Book )

4 editions published in 1988 in English and held by 82 WorldCat member libraries worldwide

Results are reported for a series of 13 studies examining individual differences in information processing efficiency. The tasks used represented different content domains and levels of processing complexity. Measures of information processing speed showed little relationship to each other and/or standardized ability measures. The results are considered relative to issues of assessing (a) an individual's current levels of information processing efficiency, and (b) movement toward more automatic or efficient processing levels. Assessment of the latter is problematic and may require complex tasks performed over intervals of time longer than 2-5 hours. Finally, standardized ability measures only partially reflect an individual's current levels of processing efficiency. Keywords: Abilities, Aptitudes, Automaticity, Individual differences, Information processing, Intelligence, Skill acquisition. (SDW)
A public policy statement by Gordon Commission on the Future of Assessment in Education (U.S.)( Book )

2 editions published in 2013 in English and held by 63 WorldCat member libraries worldwide

Cognitive psychology and instruction by Alan M Lesgold( Book )

5 editions published in 1978 in English and held by 10 WorldCat member libraries worldwide

Enth.: Proceedings of the NATO international conference on cognitive psychology and instruction held at the Free University of Amsterdam, June 13-17, 1977
The evolution of educational assessment : considering the past and imagining the future by James W Pellegrino( Book )

2 editions published in 2004 in English and held by 8 WorldCat member libraries worldwide

How people learn : brain, mind, experience, and school by John Bransford( Book )

3 editions published between 2000 and 2003 in English and held by 8 WorldCat member libraries worldwide

When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior
Analyzing aptitudes for learning : inductive reasoning by James W Pellegrino( Book )

2 editions published in 1984 in English and held by 2 WorldCat member libraries worldwide

A major focus of the psychology of instruction is understanding and facilitating the changes in cognition and performance that occur as an individual moves from low to higher competence in a domain of knowledge and skill. A new program of research which examines the initial state of the learner as a component of this transition in competence is described in this 8-part document. Part 1 introduces two previous attempts to relate aptitude to instruction: differential aptitude tests and aptitude treatment interaction. Part 2 provides an overview of the two general research approaches to aptitude analysis, the cognitive correlates approach and the cognitive components approach. The approach taken in the present research effort is described as a task analytic approach that considers basic processes, executive strategies, and content knowledge in aptitude test performances of skilled and less skilled individuals. Part 3 considers the relationship between inductive reasoning and general ability. Common generic properties of inductive tasks are discussed as are different types of inductive items on aptitude tests. Part 4 outlines earlier theories on analogical reasoning performance. Problem features, processing models, item processing data and theory, item errors, and performance are analyzed for figural, numerical, and verbal analogy solutions in parts 5 through 7. a final part discusses results of research, concluding that a number of interrelated factors differentiate high and low skill individuals. These factors include management of memory load, organization of an appropriate knowledge base, and procedural knowledge of task constraints. (Lp)
Response Generation Norms for verbal analogies by Albert Ingram( Book )

2 editions published in 1977 in English and held by 2 WorldCat member libraries worldwide

Normative data were collected for the generation of responses to 150 incomplete verbal analogies. Two types of normative data are provided: (a) the probabilities associated with each response produced for each analogy base and (b) the probabilities that initial responses represented the appropriate semantic relationship, with a division of analogies based on 12 semantic relationship classifications. (Author)
Cognitive dimensions of numerical rule induction by Thomas G Holzman( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

Setting consensus goals for academic achievement by James W Pellegrino( Book )

3 editions published in 2014 in English and held by 1 WorldCat member library worldwide

This special issue is based on a workshop which began with a description and examination of the current National Assessment of Educational Progress (NAEP) standard-setting model, then looked to standard-setting applications outside of education. These applications included those that focus on human performance and the adequacy of human performance; in these contexts, raters were asked to focus on the knowledge and skills that underlie competent performance. Researchers also examined applications that focus on the impact of environmental agents on life and the ecology; in these cases, raters be
Setting consensus goals for academic achievement( )

1 edition published in 1998 in English and held by 0 WorldCat member libraries worldwide

Grading the nation's report card : research from the evaluation of NAEP by Nambury S Raju( )

1 edition published in 1900 in English and held by 0 WorldCat member libraries worldwide

 
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Knowing what students know : the science and design of educational assessment
Alternative Names
Pellegrino, James

펠레그리노, 제임스 W

Languages
English (130)

German (1)

Covers
Grading the nation's report card : evaluating NAEP and transforming the assessment of educational progressHow people learn : bridging research and practiceLearning and instruction : a SERP research agendaTesting : theoretical and applied perspectivesInstruction : theoretical and applied perspectivesHow people learn : brain, mind, experience, and school