WorldCat Identities

Pellegrino, James W.

Works: 64 works in 211 publications in 2 languages and 13,585 library holdings
Genres: Conference papers and proceedings  Examinations  History  Abstracts 
Roles: Editor, Author, htt, Other
Classifications: LB1060, 370.1523
Publication Timeline
Most widely held works by James W Pellegrino
Grading the nation's report card : evaluating NAEP and transforming the assessment of educational progress by James W Pellegrino( )

14 editions published between 1900 and 1999 in English and held by 2,664 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)
Learning and instruction : a SERP research agenda by National Research Council (U.S.)( )

16 editions published between 2003 and 2004 in English and held by 2,330 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
Knowing what students know : the science and design of educational assessment by National Research Council (U.S.)( )

24 editions published between 2001 and 2004 in English and held by 2,249 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
How people learn : bridging research and practice by National Research Council (U.S.)( )

19 editions published between 1999 and 2009 in English and German and held by 2,177 WorldCat member libraries worldwide

"The purpose of this report is to ask how the insights from the research reviewed in How people learn can be incorporated into classroom practice and to suggest a research and development agenda that would inform and stimulate the required change."--Introduction
Developing assessments for the Next Generation Science Standards( )

6 editions published in 2014 in English and held by 1,048 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."--
Education for life and work : developing transferable knowledge and skills in the 21st century by National Research Council (U.S.)( )

8 editions published in 2012 in English and Undetermined and held by 1,021 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
Human intelligence : perspectives and prospects by Robert V Kail( Book )

12 editions published in 1985 in English and held by 597 WorldCat member libraries worldwide

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

2 editions published between 1900 and 2000 in English and held by 356 WorldCat member libraries worldwide

Testing : theoretical and applied perspectives( Book )

8 editions published between 1988 and 1989 in English and held by 292 WorldCat member libraries worldwide

Instruction : theoretical and applied perspectives( Book )

6 editions published in 1991 in English and held by 238 WorldCat member libraries worldwide

Menschliche Intelligenz by Robert V Kail( Book )

10 editions published between 1988 and 1989 in German and Undetermined and held by 159 WorldCat member libraries worldwide

Validation of score meaning for the next generation of assessments : the use of response processes by Kadriye Ercikan( )

7 editions published between 2015 and 2017 in English and held by 115 WorldCat member libraries worldwide

This book highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. It includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds
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. A total of 680 individuals (balanced between males and females, and aged 18 to 25 years) were tested. Subjects were selected from individuals screened during 1983, 1984, and 1985. Measures of information processing speed showed various relationships to standardized ability measures. Measures of changes in processing speed and efficiency showed little relationship to each other and to standardized ability measures. The results are considered relative to issues of assessing an individual's current levels of information processing efficiency and 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 to 5 hours. Finally, standardized ability measures only partially reflect an individual's current levels of processing efficiency. Thirty-eight tables present study findings, and 47 figures illustrate relationships among measures and subjects. (Author/SLD)
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 69 WorldCat member libraries worldwide

Cognitive psychology and instruction by Alan M Lesgold( )

6 editions published in 1978 in English and held by 55 WorldCat member libraries worldwide

Sipke D. Fokkema Amsterdam, Free University From June 13th - 17th, 1977 the NATO International Conference on Cognitive Psychology and Instruction, organized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore the extent to which theoretical and methodological developments in cognitive psychology might provide useful knowledge with regard to the design and management of instruction. From a great variety of submitted papers the organizers attempted to select those that represented major problem areas being scientifically studied in several countries. For the organization of this book we chose to categorize the contributions according to the following general areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI. Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, Pellegrino, and Lesgold, that examines the state Qf cognitive psychology (mainly as reflected in the contributions in this volume) with regard to instructional purposes. Each of the sections of the book also begins with a brief overview of the specific topics considered by the individual contributors within that section
Setting consensus goals for academic achievement : a special issue of Applied Measurement in Education by James W Pellegrino( )

5 editions published between 1998 and 2014 in English and held by 40 WorldCat member libraries 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
How people learn : brain, mind, experience, and school by John Bransford( Book )

3 editions published between 2000 and 2003 in English and held by 9 WorldCat member libraries worldwide

[Uitg. van : Committee on Developments in the Science of Learning John D. Bransford, Ann L. Brown, and Rodney Cocking, ed. ; with additional material from the Committee on Learning Research and Educational Practice M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, ed. ; Commission on Behavioral and Social Sciences and Education, National Research Council.]
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

The annals of the American Academy of Political and Social Science : what use is educational assessment?( Book )

1 edition published in 2019 in English and held by 3 WorldCat member libraries worldwide

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Grading the nation's report card : evaluating NAEP and transforming the assessment of educational progress
Learning and instruction : a SERP research agendaKnowing what students know : the science and design of educational assessmentHow people learn : bridging research and practiceGrading the nation's report card : research from the evaluation of NAEPTesting : theoretical and applied perspectivesInstruction : theoretical and applied perspectivesHow people learn : brain, mind, experience, and school
Alternative Names
Pellegrino, J. W

Pellegrino, James

펠레그리노, J. W

펠레그리노, 제임스 W

English (143)

German (9)