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21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans.Key Features:· Provides undergraduate majors with an authoritative reference source ideal for their classroom research needs, preparation for GREs, and research into directions to take in pursuing a graduate degree or career· Offers more detailed information than encyclopedia entries, but not as much jargon, detail, or density as journal articles or research handbook chapters· Explores educational policy and reform, teacher education and certification, educational administration, curriculum, and instruction· Offers a reader-friendly common format: Theory, Methods, Applications, Comparison, Future Directions, Summary, References and Further Readings 21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.

Traditional Teacher Tests
Traditional teacher tests

All students experience various classroom assessments, ranging from pop quizzes to essays to traditional multiple-choice tests. Undoubtedly, there has been some time in your life when you questioned the fairness of a classroom test. Unfortunately, some teachers likely proceed with assessments and interpretations without giving student complaints legitimate credence and use that same assessment the following year. This does not describe all classroom testing experiences, but most of us can recall at least one experience where this scenario rings true.

Reasons for this situation include: (1) lack of sufficient training in constructing tests in teacher preparation programs, and (2) a mismatch between educational measurement theory and practice on the proper construction of teacher-made tests. Also, research is more focused on construction ...

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